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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 some we hadn’t spotted) Identify a starting point and plan Track progress (and impact)
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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 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 out 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 local authority/national resources Social institutions with indirect impact 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 • Clarify nature of the problem • Devise hypotheses • Gather information • Identify the dimensions of the problem • Formulate an intervention plan • Evaluate • Adapt as appropriate From Mr Messy ............. to Little Miss Tidy!
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 • 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 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. Makes the process more reliable & valid, reducing likelihood of relying on a one-off test or on one person’s opinion Class teacher discussion Dyslexia Checklist
Dyslexia Friendly Schools One of the basic principles of becoming a dyslexia-friendly school is the expectation that teachers take immediate actionwhen 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 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 (SC102)
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 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 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 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
Assessment Grids: Helpful in Identifying Next Steps and Outcomes? 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 in role since the introduction of the procedures.
Impact with Parents/carers ‘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. • 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.’
Lego Story Maker Connor’s Farm & Chloe’s beach with lifeguard
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 helps you get your homework done before you go home. The heroes were good at helping. Ross It was quite fun being a Homework Hero. It was good for young kids. I helped Tom. Aidan
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, regular and useful. • 4 methods to achieve this were chosen: • Staff Meetings • Weekly tip in the diary • Weekly Class Tip • ‘Bitesize’ CLPL sessions.
My DFS Journey Mirryn Frame P7
