SPEAK TOGETHER · THE STUDIO
A practical impact desk for teachers and pupils. Record what happened, under what conditions, and what to try next. No invented results, combined score or automated assessment.
Anonymous demonstration workspace. Use invented codes such as P01 or T01. Keep any identity key and real pupil records in school-approved systems. These records stay in this tab’s sessionStorage; they can survive refresh or browser restore. Export if needed, then clear this desk on shared devices. Downloads need separate deletion. This is separate from My Journey’s session snapshot.
Ask how the activity felt, choose a small target together and assign a review point. Targets are plans, not evidence of improvement.
Targets and quick feedback are included in the impact JSON snapshot. Export before leaving, then Clear impact desk on shared devices. Keep real names and any code key in approved school records.
Agree two pupil priorities and two teacher-practice priorities. Record starting observations in a familiar, accessible task, plus optional pupil feedback and teacher confidence. Record attendance and delivery conditions in the approved school register.
Keep one useful moment per pupil in My Journey and a 10-minute staff huddle. At Week 4 review access and adapt. Record missed opportunities as not observed. Optional table observations use the same five-minute window.
Repeat the starting task with comparable communication access, partner and setting. Ask pupils what helped and what they choose next. Re-observe adult practice; confidence alone is not evidence of skill.
Check one ordinary classroom or shared-table context. Confirm which practices remain and whether pupils experience greater agency. Report follow-up separately from the end-of-cycle comparison.
Train staff to observe consistently → · Capture a rich moment in My Journey →
Keep dimensions separate. Independence includes self-directed use of AAC and other supports. Choosing to pass can show agency. Observing quietly can be participation. Speech quantity, eye contact, loudness and acting quality are not outcome measures.
Connect with My Journey: choice/agency sits within confidence, participation and communication choices; peer response and repair sit within listening/responding and expressing ideas; a viewpoint sits within expression/presentation. Everyday transfer checks whether a chosen strategy carries into another setting. These specific focuses help evidence the existing five strands; they do not create a second attainment score.
The descriptors below are programme review prompts, not validated scales. Counts are optional examples, not attainment scores. A zero requires an accessible opportunity; otherwise leave blank or use Not observed.
0 observations
Pairs require the same code, focus, task, context and route, with Week 8 marked comparable. Not observed is excluded. Changed conditions and missing starting/end records stay visible in the totals. Do not treat a before/after difference as proof the programme caused it.
Restoring replaces this desk’s records. Export first if you need to keep them. Only this desk’s JSON format is accepted; My Journey has its own import.
Report numbers enrolled and observed; sessions attended; matched starting/end pairs per focus; missing data and changed conditions; pupil feedback including pass/decline; observed adult practice alongside confidence; examples of everyday transfer; barriers and adaptations; and the next decision. Summarise only in groups large enough to protect identity. Keep illustrative quotes and media in approved records with permission.
Use “we observed…” and “pupils reported…”. Consider familiarity, attendance, maturation, other teaching and observer expectations. This local desk organises evidence; it does not prove effectiveness or generate a validated impact score.