This free training session has been funded by the Department for - - PowerPoint PPT Presentation

This free training session has been funded by the Department for Education through the Dyslexia-SpLD Trust.

Dyslexia SpLD Trust 2015-16

• DfE commissions the Trust to support schools

to improve skills and knowledge of teaching workforce to deliver the graduated approach and gather more qualitative data on how this is being transferred to the classroom to strengthen Quality First Teaching

Where are we now?

By now we hope

• You will have received some cascading of

information from those who have attended

• ne of the training sessions delivered

throughout the UK

• Viewed one or two of the free webcasts

available on the Helen Arkell websites and

• thers
• Completed a questionnaire
• Designed an action plan

Sample Action Plan

Objective What needs doing? Who? When? Resources needed? Monitoring/Succe ss Criteria? All staff to self assess needs

DST Survey Activity 1 where we are All staff Autumn completed by 30 Nov Link to survey https://www.surveym

• nkey.com/r/DST-

survey1 All staff completed Survey

Sharing resources

Staff inset meeting Introducing Simple View of Reading and interventions and using SVR to enable teaching staff to understand the complex nature of reading and identify strategies they might use Teaching staff Autumn – 30 Nov Simple View of Reading Website links, webcast links Copies of handouts from training Staff more knowledgeable – through exit questionnaire

Identify pupils

Looking at existing pupil level data and include Simple View of Reading Senco and Departments Autumn term Pupil level data form Simple View of Reading chart 4 identified for case study, pupil level data form returned

Identify actions

Agree actions/ interventions as staff Teaching staff Autumn term through January Interventions Specific procedures in classrooms Strategies in teaching linking to SVR analysis Quality First Teaching Strategies employed, impact on learners, whole class and individuals via

• bservations.

Impact on teachers – self-reflection

Review impact

Exit Questionnaires Reflect on case studies All staff End of January Questionnaire Case studies Exit questionnaires with feedback on impact on learners and on selves. Pupil data on 4 show

• improvement. Reflective

case studies show new approaches employed

Plan follow-up

Reflect on how to carry forward for further continuing staff development All staff February Exit questionnaires and case studies Resources from DST website Plans for continuing professional development embedded in school action plan.

Objective What needs doing? Who? When? Resource needed? Monitoring/Success Criteria Questionnaires All staff to complete the Dyslexia questionnaire All staff By 13th November 2015 Photocopying costs Analyse data to establish confidence and knowledge of dyslexia. Staff meeting about dyslexia Information from dyslexia course to be disseminated to staff, webcast to be viewed, strategies given. Teaching staff December 3rd 2015 Photocopying costs All staff made aware

• f what to look for

in children with literacy difficulties and know where to go for guidance Simple view of reading

Staff to plot their class onto the simple view of reading in order to identify children with literacy difficulties

Teaching staff December 3rd 2015 Photocopying costs Staff aware of which children may have literacy difficulties

Update ‘Supporting Pupils with Dyslexia’ file and resources Guidance file needs updating and resources for help box SH and MG Autumn Term 2015 Photocopying costs, costs of resources if needed File updated and guidance available for staff to look at Marking and copying Discuss in Key Stages marking in red and copying from the board. xx and xx to share at KS meetings Autumn Term 2015 Staff to mark in red pen and ensure that children who have literacy difficulties do not copy from whiteboard (excessively) Pupil focus Choose up to 4 pupils to focus on and provide resources for. xx to decide which staff and children will be involved. Autumn Term 2015 4 children chosen to focus on and use resources Collect evidence from chosen children Collect evidence on impact of supporting pupils with literacy difficulties – pupil voice/ parent voice/ Teacher voice Staff involved in project Spring Term 2016 photocopying Analyse impact of resources. Impact of project – staff questionnaire Provide staff with questionnaire to analyse impact of project All staff, xx and xx to analyse Spring Term 2016 Photocopying Evaluation of impact of training and strategies

Objective What needs doing? Who? When? Resources needed? Monitoring/Success Criteria? 1) To ascertain the current SpLD understanding of some staff. Questionnaire to be distributed. x ASAP Questionnaire Teacher Feedback on questionnaire. 1) To watch webinar 1 (24 mins long) Identify teachers for training. x and Senior management ASAP Download webinar from Helen Arkell website. Available now. Feedback - Asking the teachers if is there anything that they would do differently now for any pupils in their classes. 1) To watch webinar 2 Identify teachers for training Teachers who have embarked

• n programme.

Late November Download webinar from Helen Arkell website. Available end of November. Asking the teachers if there is anything that they would do differently now. now for any pupils in their classes Classroom Strategies Reading To identify children that find reading difficult in your class. Place those children in the appropriate sector on the Simple View of reading. Classroom teacher After Webinar 2 Simple View of reading resource. Some evidence of differentiating differently for these children.

Classroom Strategies Listening Chunking – one instruction at a time and sequence instructions in a clear way. Simplification of instructions. Class room teacher ASAP Poster Annex 6 Some evidence of differentiating differently for children who cannot cope with verbal overload. In this case modifying verbal instructions and pupil reaction noted. Classroom Strategies Cut down the amount

• f talking.

Plan a variety of activities other than auditory. Demonstrate and show rather than tell. Classroom Teacher ASAP Annex 6 Visual displays when possible Some evidence of differentiating differently for children who cannot cope with verbal overload. Pupil reaction noted. Classroom Strategies Writing Reducing the amount

• f written output for

those who find writing difficult. Provide alternative ways

• f recording or

ways of completing homework. Teacher ASAP Annex 6 Mind Mapping Word processing Different expressions of homework delivery and task setting.

Action Plan

• Using a dyslexia friendly font – try to stick to Verdana, Comic

Sans, Arial or Calibri (NOT Times New Roman!)

• Think Time - When asking pupils a question give them ‘Think

Time’, around 5 seconds, to allow for processing – I think with the pace of classroom life we tend to move on too quickly if we don’t get an instant answer.

• One instruction at a time - When talking to children with

dyslexia try to give only one instruction at a time so they are not muddled in a string of words.

• Homework - Make sure homework is given on paper or portal

– never copied from the board

The way forward for self-improving teachers and self- improving Schools Action Plan

• Give 10 staff questionnaire and collect responses
• Watch webinar during Literacy staff meeting and discuss
• Give out dyslexia resources from SpLD trust
• Pick 4 children and collect data
• Send information from course home to parents (All parents)
• Introduce the following strategies to all classes:

 ‘Think Time’ – 3 second rule  When giving instructions – simple language and give instructions in order you would like them done  Max 3 instructions at one time

• Visual support for all children. WAGOLL – what a good one looks like
• Demonstrate and give visual support to children e.g. mind maps.
• Comic Sans on all worksheets and whiteboard slides
• Coloured background when using whiteboard
• Use cream and pastel paper for worksheets
• Collect evidence from pupils – changes in attitude/behaviour
• Collect evidence from Parents, Teachers and TA’s
• Collect current data from the 4 children
• Ask the 10 original staff to fill in questionnaire again and analyse
• Write a report on the effect of the strategies on pupils, staff and parents

The way forward for self-improving teachers and self- improving Schools Action Plan continued…

Action Plan

1. Allow ‘Think Time’ – 3 second rule – count for 3 seconds before requesting answers or choosing a child to respond, allowing children processing time

• 2. Give visual support – so information is not always relayed

verbally (e.g. write instructions down, use diagrams, demonstrate etc)

• 3. Give one instruction at a time – using signal words: “ Three

things to remember, firstly, finally etc”

Trust resources

• The downloadable resources listed at the following link:

http://www.thedyslexia-spldtrust.org.uk/4/resources/2/for- schools-and-local-authorities/279/online-guidance-on-the- sen-reforms/

• The Guidance pdf can be downloaded using this link:

http://www.thedyslexia- spldtrust.org.uk/media/downloads/36-send-reforms- guidance.pdf

• The Teacher Development Handbook for the Professional

Development Framework: http://framework.thedyslexia- spldtrust.org.uk/resources/teacher-development-handbook

The Carter Review of initial teacher training (ITT) – January 2015, states:

‘….. good teaching for SEND is good teaching for all children’ The strategies used to help learners with dyslexia will benefit all the learners in the classroom.

Work with Parents

• Tell them about Parent Champions
• Website has resources for parents in reader

friendly style or in podcast and short films (see your handout)

• Tips on homework, helping with reading,

writing, spelling, memory and organisation.

Parent Champions website

• for parents/carers and children aged 7-11yrs

Download Understanding Dyslexia – A Guide for Families(PDF: Size 2.8 Mb)

• for parents/carers and young people aged 11-

16yrs Download Understanding Dyslexia – A Guide for Families(PDF: Size 3.0 Mb)

Qualitative data

• Not everything that can be counted counts.
• Not everything that counts can be counted.

Immeasurables

• More than data – consider quality of learning
• Consider qualities such as self-esteem,

behaviour, dependence on adults

• Notice what you may not have intended to
• Capture pupil voice

Pupil voice

I don’t have to write down my homework; the teacher sends it home I can listen to instructions later

• n my

dictaphone I get time to answer questions I can take a photo of the writing on the whiteboard The hard spellings are on a poster in the classroom

Metacognition

Education Endowment Foundation

Most promising in terms of value for money: Feedback Metacognition

Metacognition

• In a study of teaching approaches which Close the

Gap (EEF) Metacognition was one of the most effective strategies

• Metacognition is becoming aware of how you learn

and how you went about a learning activity.

• Many children are unaware of how they learn and so

have not developed any conscious strategies for what to do as leaning becomes more complex.

The new OFSTED framework

‘…inspectors will consider how well provision meets the needs

• f disabled children and learners and those with special

educational needs…’ Prior to the inspection the planning and preparation will include reviewing the information on the school’s website, including its special educational needs (SEN) information report.

The Simple View of Reading

Good language comprehension, poor word recognition Good word recognition, good language comprehension Poor word recognition, poor language comprehension Good word recognition, poor language comprehension

word recognition

• gnition

language comprehension

g

• d

p

• r

good poor

Sally Shaywitz “Overcoming Dyslexia”

Thank you for participating

Training provided in partnership with: Helen Arkell Patoss Springboard for Children under the Dyslexia-SpLD Trust.