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Regional Implementation of the Proposed Specific Learning Difficulties (SpLD) Support Model

Regional Implementation of the Proposed Specific Learning Difficulties (SpLD) Support Model. For Primary and Post Primary Schools. Aims of the session. Inform schools of the proposed regional model for supporting schools and pupils with specific learning difficulties in literacy

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Regional Implementation of the Proposed Specific Learning Difficulties (SpLD) Support Model

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  1. Regional Implementation of the Proposed Specific Learning Difficulties (SpLD) Support Model For Primary and Post Primary Schools

  2. Aims of the session • Inform schools of the proposed regional model for supporting schools and pupils with specific learning difficulties in literacy • Consult with schools regarding the proposed regional model • Answer any questions and discuss any concerns that may arise

  3. Overview of the session • Background and context • Proposed Regional SpLD (Literacy) Service Delivery Model - primary and post-primary • Supporting evidence and research • Implementation of the proposed regional model – primary and post-primary • Evaluation of the proposed regional model – primary and post-primary

  4. Background and context (1) • Over recent years there has been a move towards commonality, consistency and equity of approach across the education and library boards in addressing special educational needs • This has largely happened within the context of the establishment of ESA

  5. Background and context (2) Key initiatives • Every School a Good School (April 2009) • Provisional Criteria for initiating and making statements (September 2009) • Good Practice Guidelines (September 2009) • Count, Read, Succeed ( March 2011) • Review of SEN and Inclusion - emphasis on early identification and capacity building (ongoing)

  6. Background and context (3) • SEN Resource File • ASPIRE • Stranmillis and St Mary’s SEN CPD Literacy Project • DE Signature Initiative for Literacy and Numeracy

  7. Background and context (4) Department of Education Resource Allocation Plan targets • By March 2012 ‘devise a common model of support and provision for pupils with Specific Learning Difficulties that is consistent with the aims of the Literacy and Numeracy Strategy.’ • By March 2013 ‘ develop a regional implementation plan to effect the future delivery of support and provision for pupils with specific literacy difficulties that is consistent with the aims of the literacy/ numeracy strategy in order to implement the plan with effect from September 2013.’

  8. Proposed Regional SpLD Service Delivery Model The proposed model has interconnected elements • Capacity Building • Targeted pupil support • Intensive pupil support (primary pupils) • Supported provision of assistive technology (post primary pupils) • There may be exceptional circumstances

  9. Proposed Model of Service Delivery for SpLD Support Continuum • Capacity Building • Leadership and Management • Links with Board services • Dyslexia awareness raising • Dyslexia friendly classrooms: • reasonable adjustments and • strategies including assistive • technology • Targeted Support • Individual pupil advice for SENCo, class teacher, classroom assistants, parents/carers; • supporting schools to put in place relevant and purposeful measures • Intensive Pupil Support – Primary Pupils • Baseline diagnostic and • standardised assessment • Intervention Plan • Class teacher support for • IEP target setting • Assistive Technology- • Post –Primary Pupils Underpinning Core Principles: Promoting capacity building in schools. Developing progressive independence in partnership with pupils, teachers, parents and other services and agencies.

  10. Proposed Regional SpLD Model- Capacity Building • Leadership and management – regarding SpLD literacy issues • Links with Board services and SENCo clusters • Dyslexia Awareness training • Dyslexia Friendly Classrooms: reasonable adjustments and strategies including assistive technology • Stranmillis and St Mary’s Literacy Project

  11. Proposed Regional SpLD Service Delivery ModelUse of Assistive Technology • can provide pupils who have persistent literacy difficulties with strategies and tools that enable them to access the curriculum • can be used by teachers to modify and adapt the presentation of learning materials • can promote independent learning

  12. Proposed Regional SpLD Model- Targeted Support • Individual pupil advice for SENCos, class teachers, classroom assistants and parents and carers • Support for school staff to put in place relevant and purposeful measures • Targeted support will help schools to ‘address continuing underachievement with support from outside the school’ (Count,Read:Succeed 5.1 March 2011)

  13. Intensive Pupil Supportprimary pupils (1) • Pupils will initially continue to be identified on the basis of the provisional criteria and referral made to the SpLD literacy service • The SpLD literacyservice will carry out baseline diagnostic and standardised assessments leading to an intervention plan that will inform the pupil’s Education Plan • Direct intensive intervention will be provided by the SpLD literacyservice and the pupils progress monitored and reviewed

  14. Intensive Pupil Supportprimary pupils (2) Research of intensive intervention models has shown that (Brooks ,2007; Torgesen et al ,2001; Hatcher et al, 1994) - • Intensive intervention should lead to accelerated learning for pupils • Short sessions over a set period of time appear to result in optimum impact • Intensive intervention is complementary to normal instruction, rather than a replacement, and teachers should monitor progress to ensure tuition is beneficial

  15. Proposed Intensive Pupil Support Primary Model (1) Blocks of 8 weeks of intervention

  16. Implementation of proposed Primary Model

  17. Provision of Assistive Technology Post-Primary Pupils Emerging evidence and research (1) “Where dyslexic difficulties persist post transfer from primary to secondary school, children will benefit where schools are imaginative, eg the use of assistive technology such as programmes that have a spell checker, speech recognition, text to speech”. Rose Report (2009)

  18. Supported Provision of Assistive Technology –Post-Primary Pupils • The proposed new arrangements will provide, as part of the continuum of support, provision of assistive technology to promote pupils’ progressive independence • Direct teaching and/or associated funding may remain appropriate in some cases

  19. Transitional Arrangements • Identification of pupils at Year 7 who meet the requirements for supported assistive technology • Identification of pupils who meet the criteria for making a Statement who could avail of supported assistive technology in post-primary school • Identification of pupils at post primary who meet criteria and who would benefit from support of assistive technology

  20. Implementation of the proposedPost-Primary Model

  21. Evaluation of Proposed Regional SpLD Model • Equality Screening of Model – screened out with mitigation • On-going formal and informal consultation with principals, parents, tutors and pupils • Gather data/information on SpLD measures across the 5 ELBs to compare progress pre/post implementation of the Model, and to benchmark across Boards, including: • Progressive independence of pupils • Increased capacity building in schools • Quality teaching and learning • Outcomes for pupils

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