Dyslexia Scotland Conference 2011 · Dyslexia Scotland Conference 2011 . ... Motor skills and co-ordination may also be affected. ... Stirling Council Education

Assessing Dyslexia Toolkit for Teachers

http://www.frameworkforinclusion.org

Marie Lockhart

Dyslexia Scotland Conference 2011

Why the need for an assessment

toolkit?

• Review of Dyslexia Policy, Provision and Practice in Scotland

• Findings published in HMIe Report (2008): Education for Learners with Dyslexia

Diverse views:

• What exactly dyslexia is

• Its origin

• Methods of identification and

assessment

• Appropriate interventions

• Self-evaluation was not a strong feature of

planning.

• Most needed to review their procedures

for identifying and assessing pupils with

dyslexia.

Schools:

• Often slow to respond to parents’ initial

concerns.

“Teachers and learners should have updated, accessible and practical advice on dyslexia and its impact on young people………..”

HMIe, 2008, Education for Learners with Dyslexia, p.27

Assessment in the Context of Curriculum for

Excellence

“Assessment is integral to learning,

teaching and the curriculum..”

Curriculum for Excellence,

Building the Curriculum 5:

A Framework for Assessment, p. 6

Definition

The Scottish Government, Dyslexia Scotland and the Cross Party Group on

Dyslexia in the Scottish Parliament:

Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell, which persist despite the provision of appropriate learning opportunities. These difficulties often do not reflect an individual's cognitive abilities and may not be typical of performance in other areas. The impact of dyslexia as a barrier to learning varies in degree according to the learning and teaching environment, as there are often associated difficulties such as: auditory and /or visual processing of language-based information phonological awareness oral language skills and reading fluency short-term and working memory sequencing and directionality number skills organisational ability.

Motor skills and co-ordination may also be affected.

Dyslexia exists in all cultures and across the range of abilities and socio-economic backgrounds. It is a hereditary, life-long, neur-developmental condition. Unidentified, dyslexia is likely to result in low self esteem, high stress, atypical behaviour and low achievement. Learners with dyslexia will benefit from early identification, appropriate intervention and targeted effective teaching, enabling them to become successful learners, confident individuals, effective contributors and responsible citizens. (http://www.scotland.gov.uk/Topics/Education/Schools/welfare/ASL/dyslexia)

Working Group

Dr Margaret Crombie

HMIe

Educational Psychologists

Scottish Teacher Education

Support for Learning Teachers (Secondary and Primary sectors)

http://www.frameworkforinclusion.org

Key Components

Perth and Kinross ECS Pathway for the

support and identification of Dyslexia

Fran Ranaldi

Education Additional Support Officer

Inclusion Team [email protected]

P & K ECS approach to the Dyslexia Pathway.

Focus areas highlighted to schools and teachers.

Introduction to dyslexia

Responsibilities and Duties for schools and classroom teachers.

The identification process for dyslexia – “Holistic assessment”

Background to the National and P & K ECS Dyslexia Pathway.

Pathway – Assessing Dyslexia Toolkit – information & paperwork.

Accessibility to the curriculum

Effective strategies

The identification process for dyslexia should include;

Observations

Examples of free writing

Reading comprehension levels

Consideration of phonological awareness

Visual perceptions

Consultation with the pupil, staff and family

Use of appropriate assessments.

Holistic assessment

One single “test” for dyslexia is not appropriate.

Identification process

http://www.frameworkforinclusion.org/AssessingDyslexia/

Initial Concern expressed

Class teacher begins process – (Concern form 1)

Teacher access P & K Dyslexia Pathway/Assessing Dyslexia Toolkit

Use of appropriate strategies and appropriate monitoring

No Yes

Direct SfL input & consultation – (Concern form 2)

AS meeting held

Continuing Concerns expressed

Identification of Dyslexia agreed

P & K ECS Paperwork

Identification pathway for all levels

Pupil checklist for dyslexia

Holistic assessment

Concern Form 1

Concern form 2

3rd & 4th, senior pathway

Early pathway

First pathway

Second pathway

How can the P & K Pathway be accessed?

1. Hyperlinks within the P & K ECS Support Manual.

2. It will be available on GLOW.

3. Electronic copies have been sent to schools to be placed on the staff drive.

P & K Pathway – Establishing needs flow chart

Concern expressed from Parent/carer, class

teacher, SfLA, pupil, outside agency.

Class teacher:

Begins the process of dynamic assessment

Refers to the toolkit - for advice and support strategies

for the appropriate level/stage

Completes the “What to look for ” checklist for

dyslexia on dyslexia assessment toolkit.

(Also avilable in hard copy in pack)

Complete P & K Concern Form 1

P & K ECS Pathway

Stage 2 - Continuing concerns.

Monitoring of appropriate learning strategies and opportunities

for the pupil by class teacher indicate that concerns/difficulties

still persist.

Pupil Support Staff:

Gather information from holistic assessment process involving

consultation with pupil, parent/carer and staff including support

strategies used.

For early and first level (CfE), if possible, discuss thoughts and

feelings with pupil and parents. For other levels consider use of

pupil checklist and discussion with pupil and parents.

Complete P & K Concern Form 2

P & K ECS Pathway

All information is gathered from the holistic assessment

process.

AS meeting held

Dyslexia is indicated when the evidence gathered from

all involved is highly confirmatory.

Identification of Dyslexia is agreed?

NO – respond to the pupil’s

needs appropriately.

Discuss with parent/carer.

Reassure and continue to

monitor.

YES

Implement and monitor

support strategies in

collaboration with Parent/carer,

class, & pupil support

teachers.

P & K ASN “Establishing needs” procedures are followed.

Implementation and monitoring of support strategies.

www.stirling.gov.uk/dyslexiapolicy.pdf

Dr Jenni Barr

Principal Educational Psychologist

Stirling Council

Stirling Council Education

Policy and procedures for assessing,

identifying and meeting the needs of

children and young people with dyslexia

Policy:

13 pages of text

A-T Appendices

Why we have a policy for assessing, identifying &

meeting the needs of children with dyslexia . .

I have a good brain but it

doesn’t work all the time. I

have a habit of going into a

dream.

I would like to be able

to be better at my

writing, my sums and

my reading

I enjoy Art, Music and

Drama

Alan, P5

“Having a brother that’s Dyslexic is just like having a normal brother,

but he just needs some extra help once in a while. His mind is

different, but he’s just a regular 9 year old boy. He goes out and

plays with his pals, he goes in moods like most people. He is great

at making things, like the Titanic.”

John, P7,

writing about his brother Alan in P5

Alan’s model of the Titanic

Assessing Dyslexia Toolkit for Teachers

http://www.frameworkforinclusion.org

Dyslexia Scotland Conference 2011