Dyslexia and Inclusive Schools SHOWCASING DYSLEXIA FRIENDLY PRACTICE

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Dyslexia and Inclusive Schools SHOWCASING DYSLEXIA FRIENDLY PRACTICE IN SCHOOLS IN EAST AYRSHIRE.

Dyslexia and Inclusive Schools SHOWCASING DYSLEXIA FRIENDLY PRACTICE IN SCHOOLS IN EAST AYRSHIRE.

Why Assess? Problem situations are complex. Assessment can help to: – Clarify needs (even

Why Assess? Problem situations are complex. Assessment can help to: – Clarify needs (even some we hadn’t spotted) – Identify a starting point and plan – Track progress (and impact) Start with hypotheses – what might be going on for this young person? Assessment is needed to test our “wonderings” and “questions” about this. Assessment can also help us to (re)gain perspective and can show hidden strengths and difficulties. Lets us measure and track the progress being made – can be useful to share this with colleagues.

Bronfenbrenner’s Ecological Systems Model Broader cultural values, laws and authority/national resources Values, customs, beliefslocal

Bronfenbrenner’s Ecological Systems Model Broader cultural values, laws and authority/national resources Values, customs, beliefslocal Social institutions with indirect impact Community, Extended family Family/Carer Child /Individual Interactions and relationships between people and environment, e. g. parents and teachers Close family, friends, interactions in immediate surroundings

A Problem Analysis Framework for Assessment 1. 2. 3. 4. Clarify nature of the

A Problem Analysis Framework for Assessment 1. 2. 3. 4. Clarify nature of the problem Devise hypotheses Gather information Identify the dimensions of the problem 5. Formulate an intervention plan 6. Evaluate 7. Adapt as appropriate From Mr Messy. . . to Little Miss Tidy!

Data gathering – what tools can you use? Type of Assessment What does it

Data gathering – what tools can you use? Type of Assessment What does it mean? Examples Norm referenced/ Psychometric/Standardised assessment Compares child on a standardised assessment to a sample group IQ tests Dyslexia Screener School Refusal Assessment Scale Curriculum based/criterion referenced assessment Compares child to curricular outcomes or processes or a particular set criteria Experiences & Outcomes Grading of a piece of writing Dyslexia Checklist Formative/Dynamic assessment What can the child do when scaffolded by staff? Non-attender can go into a class if supported by CA Child can complete maths challenge when given calculator Contextualised assessment Assesses how the child performs in context Timetable Analysis Samples of work Observation CT discussion

Contextual Assessment Product Assessment: what the child has learned Where the child has reached

Contextual Assessment Product Assessment: what the child has learned Where the child has reached in relation to: • average skills expected for that age range e. g. reading age • specific skills e. g. profile of strengths and weaknesses Process Assessment: how the child learns • motivation • response to challenge • how skills are being used

Contextual Assessment What does a contextual assessment do? • Provides an ecological perspective •

Contextual Assessment What does a contextual assessment do? • Provides an ecological perspective • Looks at the child as a learner within the systems of learning and teaching • Provides information for ‘next steps’ • Provides both product and process information (the what and the how of the child’s learning) • Fits a staged model of assessment, allowing assessment to inform intervention • Is not a ‘stand alone’ assessment, complementary to other assessment information and approaches

Triangulation of Information Pupil Assessment Profile By using triangulation, we obtain data from number

Triangulation of Information Pupil Assessment Profile By using triangulation, we obtain data from number of different sources, ensuring rich picture of the problem By collecting data from multiple sources, we verify the data against each other increasing likelihood of accurate picture of problem. Dyslexia Checklist Class teacher discussion Makes the process more reliable & valid, reducing likelihood of relying on a one-off test or on one person’s opinion

Dyslexia Friendly Schools One of the basic principles of becoming a dyslexiafriendly school is

Dyslexia Friendly Schools One of the basic principles of becoming a dyslexiafriendly school is the expectation that teachers take immediate action when faced with learning needs, rather than refer for assessment and wait for a ‘label’. In a dyslexia-friendly school all teachers are empowered, through training, policy and ethos, to identify learning issues and take front -line action. ’

DFS Support Pack

DFS Support Pack

DFS Aims To facilitate and encourage • Whole school awareness of what dyslexia is

DFS Aims To facilitate and encourage • Whole school awareness of what dyslexia is and how we can support children with dyslexia • Whole school responsibility for supporting children / young people with literacy difficulties including dyslexic difficulties • Effective monitoring and tracking systems to record pupil’s literacy development • Early identification of children / young people at risk of developing literacy difficulties and appropriate intervention strategies suited to meet individual’s needs • Confidence and consistency in using East Ayrshire Dyslexia and Literacy Difficulties Assessment Guidelines (SC 102)

DFS Aims (cont) To facilitate and encourage • Empowerment of teachers to meet the

DFS Aims (cont) To facilitate and encourage • Empowerment of teachers to meet the needs of all their pupils • Dyslexia friendly learning environments • Resilience in pupils • Development of children / young people’s empathy and awareness towards dyslexia • CLPL opportunities for staff • Effective networking for sharing and celebrating good practice • Positive and effective Parent / Carer partnership

Good Practice when setting up a Bronze Dyslexia Friendly School • Key person/s are

Good Practice when setting up a Bronze Dyslexia Friendly School • Key person/s are identified who are responsible for overseeing and monitoring the DFS progress • An Action Plan is in place that clearly charts progress and is fully embedded into the school improvement plan • Effective information sharing with staff, parents / carers and pupils • Pupil Group in place • Effective supports and appropriate plans are in place for those at risk • Emerging DFS good practice in learning and teaching • DFS has a high profile in the school building and with Parents / carers / community

Good Practice when becoming a Silver Dyslexia Friendly School • Key Staff continue to

Good Practice when becoming a Silver Dyslexia Friendly School • Key Staff continue to share good practice across the school and learning partnership. • An extended Action Plan built upon the Bronze plan is in place and DFS continues to be part of the School Improvement Plan. • DFS is becoming more embedded in the day to day life of the school and is highly visible to the entire school community. • Pupils are encouraged to be a central part of their learning journey, with their views taken into account. There is a focus on peer support and resilience and self-esteem are promoted.

Good Practice in a Gold Dyslexia Friendly School • Key Staff continue to share

Good Practice in a Gold Dyslexia Friendly School • Key Staff continue to share good practice across the school, learning partnership and Authority. • Key Staff take on a research project using improvement science model to measure impact. • An extended Action Plan built on the Bronze & Silver plan is in place and DFS continues to be part of the School Improvement Plan. • DFS is fully embedded in the day to day life of the whole school, is highly visible to and involves the entire school and it’s wider community. • DFS is sustainable and has a clear focus on supporting life long learning

Self Evaluation Indicators Whole school commitment to DFS Early Identification and Intervention Partnership with

Self Evaluation Indicators Whole school commitment to DFS Early Identification and Intervention Partnership with parents Planning at Primary – Secondary Transition Assessment Dyslexia Friendly Classroom CPD Pupil Perspective

DFS Policy

DFS Policy

DFS is highly visible within the school community

DFS is highly visible within the school community

Self Evaluation Indicators Whole school commitment to DFS Partnership with parents Planning at Primary

Self Evaluation Indicators Whole school commitment to DFS Partnership with parents Planning at Primary – Secondary Transition Early Identification and Intervention Assessment Dyslexia Friendly Classroom CPD Pupil Perspective

Self Evaluation Indicators Whole school commitment to DFS Early Identification and Intervention Partnership with

Self Evaluation Indicators Whole school commitment to DFS Early Identification and Intervention Partnership with parents Planning at Primary – Secondary Transition Assessment Dyslexia Friendly Classroom CPD Pupil Perspective

9. Review 1. Concerns raised 8. Assess ongoing progress to targets 7. Adapt curriculum,

9. Review 1. Concerns raised 8. Assess ongoing progress to targets 7. Adapt curriculum, environment and/or staff practice 6. Share targets with child 2. Decide appropriate assessments East Ayrshire Dyslexia & Literacy Assessment Process 3. Assess 4. Analyse assessments 5. Devise intervention plan based on assessment

East Ayrshire Assessment Grid

East Ayrshire Assessment Grid

East Ayrshire Assessment Grid

East Ayrshire Assessment Grid

Assessment Grids: Helpful in Identifying Next Steps and Outcomes? Schools Specialist Teachers Response Number

Assessment Grids: Helpful in Identifying Next Steps and Outcomes? Schools Specialist Teachers Response Number of Responses % of Total Responses Not at all 2 9. 09% 3 11. 54% A little 2 9. 09% 0 0% Somewhat 3 13. 64% 5 19. 23% Quite a lot 11 50. 00% 11 42. 31% Very 4 18. 18% 7 26. 92% Totals 22 (RR – 75. 86%) 26 (RR – 70. 27%) 68% of ASN Coordinators and EAST staff feel the Assessment Grids are helpful in identifying next steps/outcomes. ASN Coordinator: ‘The grid collates everyone's thoughts and evidence contributing to the overall assessment and gives a framework for feeding back too. ’

Change in Role Over 50% of EAST staff and ASN coordinators report a change

Change in Role Over 50% of EAST staff and ASN coordinators report a change in role since the introduction of the procedures. ASN Coordinators ‘Central role in process. ’ ‘More proactive in identifying and contextualising information. ’ ‘Much more collaboration between team members. ’ ‘More gathering of evidence at an earlier stage. ’ EAST ‘Role more clearly defined. ’ ‘Some schools have taken ownership of the process. ’ ‘Focusing on interventions as well as diagnosis. ’ ‘My opinion carries more weight now. ’ EPs There has been reduction in number of schools asking for EP involvement at an early stage, and when involvement is required it can be more for reassurance or to provide guidance for particularly complex cases.

Impact with Parents/carers • 83% school staff and 62% EAST staff feel new procedures

Impact with Parents/carers • 83% school staff and 62% EAST staff feel new procedures have assisted discussions with parents. • ‘Enabled to give a very clear outline of procedures and timescales. ’ • ‘Helps to look at the ‘whole child’ – clear process helps parents understand. ’ • ‘More confidence in speaking with parents. ’ • ‘More able to explain reasons for targeted interventions. ’ • ‘More able to speak in depth re child’s strengths and needs and how to meet them. ’ • EP feedback– the approach and grids help to guide discussions, and allow parents to see the range of assessment information gathered.

Self Evaluation Indicators Whole school commitment to DFS Early Identification and Intervention Partnership with

Self Evaluation Indicators Whole school commitment to DFS Early Identification and Intervention Partnership with parents Planning at Primary – Secondary Transition Assessment Dyslexia Friendly Classroom CPD Pupil Perspective

DFS Support Boxes

DFS Support Boxes

Lego Story Maker Connor’s Farm & Chloe’s beach with lifeguard

Lego Story Maker Connor’s Farm & Chloe’s beach with lifeguard

Challenges!!

Challenges!!

Self Evaluation Indicators Whole school commitment to DFS Early Identification and Intervention Partnership with

Self Evaluation Indicators Whole school commitment to DFS Early Identification and Intervention Partnership with parents Planning at Primary – Secondary Transition Assessment Dyslexia Friendly Classroom CPD Pupil Perspective

Feelings of learning failure, frustration & anxiety are acknowledged & addressed through effective supports

Feelings of learning failure, frustration & anxiety are acknowledged & addressed through effective supports

Homework Heroes’ Club I was supported by a Homework Hero. It was good. It

Homework Heroes’ Club I was supported by a Homework Hero. It was good. It helps you get your homework done before you go home. The heroes were good at helping. It was quite fun being a Homework Hero. It was good for young kids. I helped Tom. Aidan Ross

Self Evaluation Indicators Whole school commitment to DFS Early Identification and Intervention Partnership with

Self Evaluation Indicators Whole school commitment to DFS Early Identification and Intervention Partnership with parents Planning at Primary – Secondary Transition Assessment CLPL Dyslexia Friendly Classroom Pupil Perspective

Area 6… ‘The school has a systematic and supportive policy on Dyslexia CLPL for

Area 6… ‘The school has a systematic and supportive policy on Dyslexia CLPL for all school staff. ’ 1. What are the challenges with this? 2. Where do you go after initial dyslexia awareness training?

Solution – the ‘Bitesize’ Approach Staff are busy already, CLPL needed to be short,

Solution – the ‘Bitesize’ Approach Staff are busy already, CLPL needed to be short, regular and useful. 4 methods to achieve this were chosen: • Staff Meetings • Weekly Class Tip • Weekly tip in the diary • ‘Bitesize’ CLPL sessions.

My DFS Journey Mirryn Frame P 7

My DFS Journey Mirryn Frame P 7

Self Evaluation Indicators Whole school commitment to DFS Early Identification and Intervention Partnership with

Self Evaluation Indicators Whole school commitment to DFS Early Identification and Intervention Partnership with parents Transition Assessment Dyslexia Friendly Classroom CPD Pupil Perspective

Self Evaluation Indicators Whole school commitment to DFS Early Identification and Intervention Partnership with

Self Evaluation Indicators Whole school commitment to DFS Early Identification and Intervention Partnership with parents Planning at Primary – Secondary Transition Assessment Dyslexia Friendly Classroom CPD Pupil Perspective

Parent Partnership at it’s best

Parent Partnership at it’s best

Over to you

Over to you

The Full Impact of a Dyslexia Friendly School

The Full Impact of a Dyslexia Friendly School