Dynamo Profiler Teacher User Guideassessment.dynamomathsonline.co.uk/App_Web/Dynamo... · Dynamo Profiler is the first simple adaptive on-line developmental dyscalculia assessment

Dynamo Profiler Teacher User Guide

© JellyJames Publishing Ltd - Dynamo Profiler P a g e | 1

No longer will a child with dyscalculia ever go unnoticed

You may wish to view our introductory video on YouTube: Dynamo Profiler (Dyscalculia Assessment)

Version 3.2




Contents 1.0 Introduction ....................................................................................................................... 3

2.0 Assessment background and the development of the NumberSenseMMR™framework . 5

3.0 What does it mean to have a Number Sense? ................................................................ 6

4.0 Evolving definition of dyscalculia ..................................................................................... 7

5.0 What is included with the purchase? ................................................................................ 8

6.0 Teacher preparation? ........................................................................................................ 8

7.0 Getting started .................................................................................................................. 9

8.0 Student taking the assessment ....................................................................................... 14

9.0 Reports: Measurement and Motivation ........................................................................... 17

10.0 Feedback ...................................................................................................................... 20

11.0 Customer Service ......................................................................................................... 20



1.0 Introduction Dynamo Profiler is the first simple adaptive on-line developmental dyscalculia assessment for learners aged 6 to 9 who struggle with basic number concepts and lack a number sense. It also supports learners with genetic syndromes such as Williams, Foetal alcohol and Muscular Duchenne who show a striking number sense deficit. This powerful dynamic assessment tool has been built on a robust platform that places the pupil with developmental dyscalculia at the heart of the assessment. Dyscalculia is a complex neurological condition that affects the acquisition of early arithmetic. Around 1 in 20 children are likely to have dyscalculia making Dynamo Profiler an essential tool for any classroom teacher or SENCo. The assessment tool provides a personalised number sense developmental profile report for each pupil. It is organised in an easy and simple format that supplies teachers and senior leadership with precise and detailed analysis of where the difficulties lie. It also points the teacher to individualised learning pathways to support and remediate this developmental condition. The strength of this assessment tool is that it:

is a dynamic assessment that assesses the development of number sense rather than isolated number skills

uses two significant areas of development from the NumberSense™ framework to identify developmental dyscalculia

provides the basis to personalise an intervention for each learner

signposts to a purposefully designed intervention to support learners with dyscalculia

differentiates learners with dyscalculia from learners with maths development delays

can be used periodically to monitor progress and achievement

can be used as an early detection tool for children as young as six

Dynamo Profiler forms the basis to support identification, early intervention and prevention. Its outcomes allows partners working across Education, Health and Care (EHC) to understand the pupil’s specific number sense acquisition difficulties so that the needs of the pupil can be offered in a personalised way. The assessment can also be used as part of the EHC needs assessment as it supports the principles stated in Section 19 of the Children and Families Act 2014.

Our vision is that through the use of Dynamo Profiler, all children with developmental dyscalculia are identified and detected early so that individual and purposeful interventions can be put in place. This approach should prepare the necessary pathways for children, who through no fault of their own, cannot engage and enjoy mathematics fully. Usually, the qualifying process for intervention is based predominantly on outcomes from classroom assessments, teacher judgement and APP analysis. However, learners with dyscalculia are not identified within these assessments. Children with developmental



dyscalculia are in the minority within intervention streams but have the most severe difficulties in acquiring a number sense. Pupils with dyscalculia often go unnoticed and are grouped with other pupils with different maths difficulties. This inevitably disadvantages the dyscalculic pupils as their needs drastically differ. Within a group of twenty, there may perhaps only be one or two pupils affected and therefore, their needs do not stand out. However with the assessment, the teacher will have glaring evidence of the child’s deficits prompting immediate action.

Dynamo Profiler is based on extensive neuroscience research and understanding of how the brain learns maths. From this, we have developed a Number Sense MMR™ framework that identifies the three broad number sense developmental stages: Number Meaning, Number Magnitude and Number Relationship. The assessment recognises that children with dyscalculia may be more different than they are alike and using the Number Sense MMR™ framework, it identifies where the specific areas of difficulties lie so that purposeful and targeted intervention can be planned.

Early and successful assessment with a purposeful intervention ensures that “children are caught before they fall”.



2.0 Assessment background and the development of the NumberSenseMMR™ framework. The development of this tool was actively driven by SENCo’s who wanted an assessment linked to the successfully researched and pioneering work with the intervention–Dynamo Maths www.dynamomaths.co.uk Using and analysing the research from the intervention led to the in-house development of a NumberSenseMMR™ framework . NumberSenseMMR™ stands for Number Meaning, Number Magnitude and Number Relationship. Dynamo Profiler draws on the NumberSenseMMR™ framework to provide the essential developmental stages in acquiring the Number Sense. The framework identifies dyscalculia symptoms within two number sense developmental stages: Number Meaning and Number Magnitude. NumberSenseMMR™ is a framework and process for developing a number sense. It provides the important first steps for young minds to be at ease with acquiring numbers. To have a number sense is to have an intuitive feel for numbers and to use and apply Number Meaning, Magnitude and Relationship, across a range of number areas flexibly and with agility. - Esmail (2011) The NumberSenseMMR™ framework supports the research on how the brain learns maths and gives children a head start to developing a number sense. Further, the framework has identified the most important and significant number area development necessary to give children an excellent head start in securing a number sense. It also provides a structure to achieve the early vital skills necessary for developing a number sense. The Profiler assesses many important areas of development: Some of these are listed below Number Meaning:

Visual Discrimination of Quantities Non symbolic representation Symbol decoding Number correspondence Principles of Counting

Number Magnitude:

Number Comparison Estimation Ordering Numbers Sequencing Place value

Number Relationships:

Number Sequence Number Bonds and Facts Mental Strategies Problem Solving Time Measurement Multiplication and Division



A comprehensive report is generated instantly on completion of the assessment. The detailed profile report provides:

Number Sense Developmental Profile- Summary bar graph profile Performance Profile report:

- detailed report with possible reasons for the difficulty - score indicator - intervention plan referenced primarily to Dynamo Maths

www.dynamomaths.co.uk Learner Profile Questionnaire – questionnaire completed prior to the

assessment by all stakeholders. Observation Notes – notes made during the assessment Score History - monitoring developmental progress and achievement over

time. Intervention and remediation – Strategies for implementation

Dynamo Profiler’s distinctive strength is in providing teachers with dyscalculia indicators so they can execute a purposeful and personalised intervention. Senior leadership can now support this distinct group by confidently using the Profiler as a basis to monitor the pupil’s progress. The potential of this assessment as a prevention tool has been recognised and teachers are screening Key Stage 1 children so they can plan ahead, build capacity and reposition these children in their formative years.

3.0 What does it mean to have a Number Sense? When a pupil’s Number Sense is fully developed, the learner is able to apply numbers intuitively across a range of number areas in line with their chronological age. They are able to access the foundational components of number Meaning and/or number Magnitude. These foundational components form the basis of number sense (arithmetic) development, which is an important pre-requisite for later maths development. These number sense components should be at expected level of the person’s chronological age, stage of schooling or intellectual abilities.

Components: Meaning: decoding the symbolic Arabic number symbol in its declarative form, quantitative form and place value. Magnitude: perceptual and reasoning skills to use the Approximate Number System (ANS), ordering, sequencing and estimating



4.0 Evolving definition of dyscalculia The definition of dyscalculia has been refined over time as knowledge about its condition has improved specifically through neuroscience research. It is important to differentiate dyscalculia from maths difficulties. In 2001, the DFES defined dyscalculia as

'A condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence‘ The DSM-V (Revised definition from DSM-IV) Diagnostic and Statistical Manual of Mental Disorders

• A. Difficulties in production or comprehension of quantities, numerical symbols, or basic arithmetic operations that are not consistent with the person's chronological age, educational opportunities, or intellectual abilities.

• Multiple sources of information are to be used to assess numerical, arithmetic, and arithmetic-related abilities, one of which must be an individually administered, culturally appropriate, and psychometrically sound standardized measure of these skills.

• B. The disturbance in criterion A, without accommodations, significantly interferes with academic achievement or activities of daily living that require these numerical skills.

Esmail K (2013) definition which led to the development of the NumberSenseMMR ™ framework

Developmental Dyscalculia is a neurological condition that affects the ability to access the foundational components of number Meaning and/or number Magnitude. These foundational components form the basis of number sense (arithmetic) development, which is an important pre-requisite for later maths development. These number sense components are not at the expected level of the person’s chronological age, stage of schooling or intellectual abilities.

Components: • Meaning: decoding the symbolic Arabic number symbol in its declarative form,

quantitative form and place value. • Magnitude: perceptual and reasoning skills to use the Approximate Number System

(ANS), ordering, sequencing and estimating.

An important contribution to this understanding is from Professor Brian Butterworth

In some learners there are fewer nerve cells and fewer connections in the number areas of the brain, where the circuitry in that part of the brain isn’t processing numbers efficiently and these learners do not have a number sense.



5.0 What is included with the purchase? - Control Panel which gives you a summary of all the assessments - Access to the assessments for a year - Retake the assessment as many times during the year for the pupil - User friendly interface - Detailed report system - Learner Profile questionnaire - Observation notes with guidelines

6.0 Teacher Preparation The Menu-Templates has printable available that are used in the assessment program and sample letter to inform the parents. Print these notes and templates and share them with the parents and teacher to bring together the establishing of partnership approach between the stakeholders. The ‘Learner Profile’ is a questionnaire to help capture other difficulties and conditions that the child has. This will help to gather all the conditions information to build a complete profile. The ‘Observation Notes’ template is a printable form that you may want to use to capture notes during the assessment. There are Tips and suggestion on how to take notes. The ‘Reflection Questionnaire’ Template is printable form to allow you to capture notes on the overall resources and time used during the intervention period.



7.0 Getting Started

You will have received an email with your username and password to access the Profiler. To get started, go to www.Dynamoprofiler.co.uk and click on ‘Login Dynamo Profiler’ located on the top right hand corner of the screen.

A second screen will appear where you will be able to input your (Teacher) username and password to access the Dynamo Profiler dashboard.

You are now within the Dynamo Profile dashboard. You can now easily set up your year group, class names and username and passwords for each of your students.



Simply follow the following steps to add students list on the system:

Step 1: Select the orange button Year Groups. Click on Add Year, then enter the Year name into the box provided. Then click Save and add all Year Groups once all Year Groups have been added click on Done.

To delete a year group, click on the appropriate ‘Select Box’ and then click on Delete Selected Year, and then confirm the deletion.

Step 2: Select the orange button Class Names.



Step 3: Select the orange button Student Names and Passwords. You can now add student names.

Click on Add Student and then add student’s details by:

Select Year using the drop down list box Select the Class using the drop down list box. Enter the Student Name, Surname, Password and the confirmation of the password in the boxes provided Using the drop down menu input the pupil’s Date of Birth in the form DD/Month/YYYY Once you have entered the data, click on Add Student. Once all students have been added, click on Home.



Alternately, using the Admin dropdown menu to select the Year, Class or Student Names and Password.

Select the ‘Home’ menu.

From the home menu, you can see all the student details on the Control Panel: Student Name, student login username, password, year and class Status: The status of assessment Taken On: The date of assessment (only visible after the assessment has been

sat) Time taken: Time Taken on the assessment (only visible after the assessment

has been sat) Completed: No. of assessments completed, including retakes in total. Q- Learner Profile Questionnaire allows all stakeholders to input their knowledge

and understanding of the learner’s global functioning so that the results can be read in the context of the learner’s development.



O – Assessment Observation Notes allows the assessor or teacher to note the approaches, skills and methods used by the learner and gain greater insight so that these can be supported within the intervention.

Retake – option to enable retaking of assessment. (only visible after the assessment has been completed)

Timer Icon: select off to disable question time limit during the assessment. Assessment- To take the student assessment, select the green Assessment

Button or make note of the student username and password. The student can login using his Username and Password. Alternatively you can access the assessment from this panel.

On completion of the assessment the colour changes to an Orange Assessment Button



7.0 Student taking the Assessment Login as Student or select the ‘Assessment’ button from teacher account through the Control Panel. The assessment screen will look as follows:

Before your student starts the assessment, please note these important points below:

Encourage the pupil to use paper and pencil whenever he/she may require. Make sure the sound is set at a moderate level so that the pupil can hear the

questions. There are many ways a pupil will be allowed to answer, for example, they may be

need to type an answer by using the keyboard, drag responses or click on the correct answer by using the mouse.

The assessment must be supervised by an adult and should sit next to the pupil. No help should be provided to the pupil during the assessment. No calculators should be used If the pupil does ask for help, encourage the pupil to try his/her best and make a note

of any interruptions during the assessment. If the pupil needs to stop the assessment, you can do this by clicking on Exit and

click on Not Completed and Exit button. The pupil will be able to start from where he/she had left off.

Print the observation notes ‘pdf’ to assist you make any observation notes during the assessment.

Please click on the ‘Online Assessment Start’ button. A screen will pop up asking to input the pupil’s date of birth, age and gender. This is to ensure the pupil receives age appropriate questions and correct timings. (if you haven’t entered student’s date of birth – a prompt will appear, as all the assessments are age appropriate.) You will need to agree to the terms and conditions required to start the assessment. To start the assessment, please click on Agree.



You will be prompted to complete the Learner Profile Questionnaire. We strongly recommend that this is completed a week or two before the assessment and you invlove parents, external providers and class teacher to complete the questionnaire. This will support you in interpreting the results within the context of the pupil’s global functioning. To exit press the ‘Save’ button. If you wish to enter these details at a later date, select ‘Q’ icon from the teacher login student table.

You will be able to click on ‘Start’. The assessment will now begin.

The assessment will start with a short game, followed by questions.



On completion of the short directional game, select ‘Next’ to start the questions and to carry on to the remainder of questions. At the end of the assessment, instead of a ‘Next’ button, an ‘Exit’ button will come up. This shows that the assessment has ended.

After clicking ‘Exit’ you will get a thank you prompt – press ‘Exit’



8.0 Reports: Measurement and Motivation Once the assessment is complete, you will be able to see the pupil’s profile by clicking on the report button. What they did well in and what they may need help in by clicking on the report button on the screen. There are six tabs on this screen that you are able to view. These are:

Number Sense Developmental Profile: This allows you to see the results in a graph format. A score of 1 indicates difficulty with a particular strand and a 5 indicates collective skills acquired for the age group. Please note that if a pupil is above age 9, then the baseline assessment will be for age 9. It is important that you read and interpret the reports as delivered for age 9.

Performance Profile: is the second tab (shown below). This gives a concise report of student’s performance for each strand and appropriate feedback with a score. You will also find signpost to particular Dynamo Maths modules (www.dymamomaths.co.uk) or any other appropriate resources that we have found useful in closing the gap.



The Learner Profiler Questionnaire is the third Tab. The Learner Profile Questionnaire is about the pupil who is at the heart of this assessment. It allows all stakeholders (including parents) to input their knowledge and understanding of the pupil so that the reports are read within the context of the pupil’s learner profile. It also ensures that the intervention team understand the pupil’s condition and needs. .

The Observation Notes is the fourth Tab. This tab shows the notes you have captured during the assessment.



The History Tab is the fifth Tab. The History tab shows how many assessments the pupil has undertaken during the year and shows you how the pupil’s profile has changed over time. It also provides a status of the assessment – Completed, In-Progress or New.

To print the report, select the print icon on the right hand corner of the report. To save the report as a pdf file, select the ‘pdf’ icon on the right hand corner of the report. No longer will a child with dyscalculia ever go unnoticed



9.0 Feedback We welcome feedback to assist us to improve the assessment. To send feedback, please select feedback form from the menu item, with your email and comments.

10.0 Customer Support If you have any question or wish to provide feedback, please call Customer Support on Tel: +44 (0)203 113 2066 from 9am to 5pm Monday to Friday. Alternatively email: [email protected]

Documents

Dynamo Profiler Teacher User Guideassessment.dynamomathsonline.co.uk/App_Web/Dynamo... · Dynamo Profiler is the first simple adaptive on-line developmental dyscalculia assessment