Where the functional summary fits
The original version of the Planner began with support Actions.
The second version added Incidents in order to be able to monitor problematic behaviour. This concept was expanded to include Concerns and later all sorts of Observations
ISPs (individual support plans) were added in Version 3 to help shape everyday support for students and to enable daily monitoring.
The inclusion of a functional summary component in Version 4.0 completes a continuous improvement cycle
Functional analysis as knowledge work
Improving the Planner to promote and support functional analysis is an important development. Version 4 assists users in some aspects of functional analysis. For example it
Thus the Planner allows users to undertake a kind of dynamic functional analysis,
the results of which can be captured as the Functional Summary.
The Planner does not actually do functional analysis but the new component allows users to maintain and integrate a dynamic summary of key data related to the functional capabilities of students. For this reason this is now referred to as the functional summary component.
In the hectic activity of schools it is often difficult to step back and capture those key factors related to the student's success and well-being.
The data about any student are likely to be incomplete and sometimes it will be necessary to Guess and Check to investigate what works [thanks to Mario Bergamin and Young Town Primary School for this tool]:
For example, it may be important to make insightful distinctions, such as whether...
Capturing these insights and making them available to others (and to oneself) in the future will reduce the almost continuous loss of knowledge that occurs in busy schools. This summary is also useful for demonstrating progress (or lack thereof).
Consider the following hypothetical students record:
The value of a functional summary
The value of these items is that they are likely to be helpful in
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