Primary Schools in South Ayrshire being an effective school and - PowerPoint PPT Presentation

Dyslexia Scotland Education Conference 1st October 2011 Developing Dyslexia Friendly Primary Schools in South Ayrshire “ being an effective school and becoming dyslexia friendly seem to be two sides of the same coin” Neil Mackay 2001 SAC Dyslexia Friendly Schools 1

From Margaret Crankshaw Suzanne George Pam MacDougall

SAC Dyslexia Friendly Schools 3

SAC Dyslexia Friendly Schools 4

SAC Dyslexia Friendly Schools 5

SAC Dyslexia Friendly Schools 6

SAC Dyslexia Friendly Schools 7

SAC Dyslexia Friendly Schools 8

SAC Dyslexia Friendly Schools 9

SAC Dyslexia Friendly Schools 10

SAC Dyslexia Friendly Schools 11

SAC Dyslexia Friendly Schools 12

SAC Dyslexia Friendly Schools 13

Why DFS now ????? SAC Dyslexia Friendly Schools 14

Being Dyslexia Friendly  ‘One of the basic principles of becoming a dyslexia-friendly 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.’ Dyslexia Friendly Schools pack :BDA SAC Dyslexia Friendly Schools 15

Context of DFS pilot  Need to embed a more  Consulting children inclusive model of  Empowering learners addressing dyslexia  Culture of self evaluation  Culture of acceptance and  Curriculum for Excellence ownership of dyslexia  Cooperative learning  Change from specialist  Peer awareness and assessment towards profile support of literacy strengths and  Teaching resilience and weaknesses self awareness  SDAT involvement of all  Parent – School teachers partnerships..  Dyslexia Friendly Schools movement  BDA Resource Pack SAC Dyslexia Friendly Schools 16

Setting up the DFS Process SAC Dyslexia  Self Evaluation DFS Indicators Support Pack agreed and piloted 2009  25 Primary Schools opt in 2010 for 2 year process : all clusters involved  All Primary schools signed up August 2011  Support from Psychological Service  Training for all staff including SDAT  Links with peer support, cooperative learning, parent partnership and resilience training  Neil Mackay – secret weapon.. SAC Dyslexia Friendly Schools 17

DFS process in action……..  Key link teacher network within and across clusters  School DFS Steering group with input from parents and pupils  School Dyslexia Audit and Action Plan  Whole School training  Implementing action plan to achieve DFS self evaluation criteria  Continuing higher level training for key link teachers  Accreditation by QIO / Psych Service based on evidence portfolio, observation, and discussion with parents and children  SAC DFS award SAC Dyslexia Friendly Schools 18

SAC Self Evaluation model : Key areas Whole School Commitment 1. Early Identification and intervention 2. Assessment 3. Dyslexia Friendly Classroom 4. Pupil Perspectives 5. CPD 6. Planning at Primary – Secondary Transition 7. Partnership with parents 8. SAC Dyslexia Friendly Schools 19

Planning Working Established Statement Evidence towards Area 1 Whole school commitment to DFS The school community has a consistent, inclusive and positive approach to dyslexia A school Dyslexia Policy Statement written in clear English is in place and available to all staff and parents SAC Dyslexia Support Pack is available to all staff Data on literacy attainment is regularly evaluated on a whole school basis Teachers are supported to evaluate their contribution to DFS good practice A key Dyslexia link member of staff is identified who is responsible for monitoring DFS progress SAC Dyslexia Friendly Schools 20

What it feels like 1 :  write down the dictated passage – but replace every vowel with an @ instead…………… e.g. d@g = dog with acknowledgement and thanks to Neil Mackay SAC Dyslexia Friendly Schools 21

What it feels like 1 Your version Original  @nc@ th@ br@@n h@s  Once the brain has learned to read a word, it can use this l@@rn@d t@ r@@d, @t c@n knowledge to read new words. @s@ th@s kn@l@dg@ t@ The brain quickly learns which r@@d n@w w@rds. Th@ words look right and which br@@n q@@ckly l@@rns words need to be checked in a wh@ch w@rds l@@k r@ght dictionary. The self teaching @nd wh@ch w@rds n@@ t@ function of the brain means that b@ ch@ck@d @n @ once the correct circuits are in d@ct@@n@ry …………….. place, the brain continues to reinforce those circuits, making them stronger SAC Dyslexia Friendly Schools 22

Starting Point of the journey………. SAC Dyslexia Friendly Schools 24

Heathfield Primary School : Journey to DFS Whole School SAC Dyslexia Friendly Schools 25

SAC Dyslexia Friendly Schools 26

Whole Heathfield Primary School Journey to DFS “I am dyslexic” pupil presentation School to the school policies during assembly Headstart Music ASN a holistic Inclusion therapy Electives School displays Mini-fit programme Music electives Teaching / non Consideration teaching staff in-service of AiFL and ACE Primary / Resources for secondary whole staff use transition meetings and visits SAC Dyslexia Friendly Schools 27

Heathfield Primary Journey to DFS In Class SAC Dyslexia Friendly Schools 28

Consideration Heathfield Consideration of seat Primary of learning position Guidelines Journey to and teaching on DFS styles meeting the needs SFL folder of the in each dyslexic Good class pupil classroom Computers issued to practice all staff encouraged Co-Writer and Clicker 4 for writing CPD offered In Class Use of to all ICT staff Alpha Smarts Brain gym Use of CA Interactive and PSA to whiteboards Use of whole support class / pupils personalised Stories TOOLKITS on i-pod and CD SAC Dyslexia Friendly Schools 29

Information Heathfield pack Primary distributed Journey to to parents DFS Specific Phonics Dyslexia Support Spelling Multi- sensory daily Regular programme Cursive reading and handwriting and homework scribing Multi- sensory Beat spelling Rainbow Dyslexia groups Reading Multi- sensory phonics groups Nessy Toe By Toe Computer program SAC Dyslexia Friendly Schools 30

Dyslexia Friendly Classrooms Useful Strategies: Suzanne George Kingcase Primary School SAC Dyslexia Friendly Schools 31

 ‘ In dyslexia friendly schools the focus has changed from establishing what is wrong with the child in order to make them better to what is right in the classroom in order to enhance the effectiveness of learning.’  https://www.education.gov.uk/publications/eOrderingDownload/Le arning-teaching-dyslexia.pdf SAC Dyslexia Friendly Schools 32

Classroom Strategies  Paper/Font  Writing on the board  Highlighter pen  Key words/facts  Spelling support  Handwriting SAC Dyslexia Friendly Schools 33

SAC Dyslexia Friendly Schools 34

Classroom Strategies  Rainbow alphabet  Mixed ability groupings  Peer buddy system SAC Dyslexia Friendly Schools 35

Classroom Strategies  Mnemonics  Useful tool to spell tricky words  Because – b ig e lephants catch ants under small elephants  Can you think of your own?  e.g They, beautiful, people and said. SAC Dyslexia Friendly Schools 36

Classroom Strategies  Mind Mapping  Plan/ organise  Revision  Assessment  Video clip 2 SAC Dyslexia Friendly Schools 37

What it feels like 2 : Read this and circle the correct answers! fqed is a fqog fqed lives in a pond fqed has 2 3 4 legs fqed is SAC Dyslexia Friendly Schools 38

What it feels like 2 : the solution!  Fred is a frog  Fred lives in a pond  Fred has 2 3 4 legs 2  Fred is SAC Dyslexia Friendly Schools 39

SAC : DFS outcomes  Whole School commitment to DFS  Clear policies and practice to maintain a dyslexia friendly environment  Increased confidence of staff in identifying dyslexic features and responding  Early informal and flexible Identification and Intervention  Extended range of teaching styles  Evidence based literacy profiling , tracking and evaluation of teaching strategies  Pupil views included in practice  CPD needs identified and addressed  Successful Partnership with parents  SAC DFS Award SAC Dyslexia Friendly Schools 40

Helpful resources  The Dyslexia Friendly- Primary School : a Practical Guide for Teachers – Barbara Pavey (Paul Chapman publishing)  The Dyslexia Friendly Schools Toolkit : Removing Dyslexia as a Barrier to Achievement – Neil McKay (SEN Marketing)  Dyslexia and Inclusion : Classroom Approaches for Assessment, Teaching and Learning- Gavin Reid ( David Fulton publishers) SAC Dyslexia Friendly Schools 41