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 one of the training sessions delivered throughout the UK • Viewed one or two of the free webcasts available on the Helen Arkell websites and others • Completed a questionnaire • Designed an action plan
Sample Action Plan Objective What needs Who? When? Resources Monitoring/Succe doing? needed? ss Criteria? DST Survey All staff Autumn Link to survey All staff completed All staff to self completed by 30 assess needs Activity 1 where we https://www.surveym Survey Nov are onkey.com/r/DST- survey1 Autumn – 30 Staff inset meeting Teaching staff Simple View of Staff more Sharing knowledgeable – Nov Reading resources Introducing Simple through exit View of Reading and Website links, questionnaire interventions and webcast links using SVR to enable Copies of handouts teaching staff to from training understand the complex nature of reading and identify strategies they might use
Looking at Senco and Autumn term Pupil level data form 4 identified for case Identify pupils existing pupil Departments study, pupil level data Simple View of level data and form returned Reading chart include Simple View of Reading Agree actions/ Teaching staff Autumn term Interventions Strategies employed, Identify actions interventions as through January impact on learners, Specific procedures staff whole class and in classrooms individuals via observations. Strategies in teaching linking to SVR Impact on teachers – analysis self-reflection Quality First Teaching Exit All staff End of January Questionnaire Exit questionnaires with Review impact Questionnaires feedback on impact on Case studies learners and on selves. Reflect on case Pupil data on 4 show studies improvement. Reflective case studies show new approaches employed Plan follow-up Reflect on All staff February Exit Plans for continuing how to carry questionnaires professional forward for and case studies development further embedded in school Resources from continuing action plan. DST website staff development
Objective What needs doing? Who? When? Resource needed? Monitoring/Success Criteria By 13 th November Questionnaires All staff to complete All staff Photocopying costs Analyse data to the Dyslexia 2015 establish confidence questionnaire and knowledge of dyslexia. December 3 rd 2015 Staff meeting about Information from Teaching staff Photocopying costs All staff made aware dyslexia dyslexia course to of what to look for be disseminated to in children with staff, webcast to be literacy difficulties viewed, strategies and know where to given. go for guidance December 3 rd 2015 Simple view of Staff to plot their Teaching staff Photocopying costs Staff aware of which reading children may have class onto the literacy difficulties simple view of reading in order to identify children with literacy difficulties
Update ‘Supporting Guidance file needs SH and MG Autumn Term 2015 Photocopying File updated and Pupils with updating and costs, costs of guidance available Dyslexia’ file and resources for help resources if needed for staff to look at resources box Marking and Discuss in Key xx and xx to share Autumn Term 2015 Staff to mark in red copying Stages marking in at KS meetings pen and ensure that red and copying children who have from the board. literacy difficulties do not copy from whiteboard (excessively) Pupil focus Choose up to 4 xx to decide which Autumn Term 2015 4 children chosen pupils to focus on staff and children to focus on and use and provide will be involved. resources resources for. Collect evidence Collect evidence on Staff involved in Spring Term 2016 photocopying Analyse impact of from chosen impact of project resources. children supporting pupils with literacy difficulties – pupil voice/ parent voice/ Teacher voice Impact of project – Provide staff with All staff, xx and xx Spring Term 2016 Photocopying Evaluation of staff questionnaire questionnaire to to analyse impact of training analyse impact of and strategies project
Objective What needs Who? When? Resources needed? Monitoring/Success doing? Criteria? 1) To ascertain the Questionnaire to x ASAP Questionnaire Teacher Feedback on current SpLD be distributed. questionnaire. understanding of some staff. 1) To watch x and Senior ASAP Download webinar Feedback - Asking the webinar 1 management from Helen Arkell teachers if is there Identify teachers website. anything that they would (24 mins long) for training. do differently now for Available now. any pupils in their classes. 1) To watch Identify teachers Teachers who Late November Download webinar Asking the teachers if webinar 2 for training have embarked from Helen Arkell there is anything that on programme. website. they would do differently now. now for Available end of any pupils in their November. classes Classroom Strategies Place those Classroom After Webinar 2 Simple View of Some evidence of children in the teacher reading resource. differentiating differently Reading appropriate for these children. sector on the To identify children Simple View of that find reading reading. difficult in your class.
Classroom Strategies Simplification of Class room ASAP Poster Some evidence of instructions. teacher differentiating Listening Annex 6 differently for children who cannot cope with Chunking – one verbal overload. In this instruction at a time case modifying verbal and sequence instructions and pupil instructions in a clear reaction noted. way. Classroom Strategies Plan a variety of Classroom ASAP Annex 6 Some evidence of activities other Teacher differentiating Cut down the amount Visual displays when than auditory. differently for children of talking. possible Demonstrate who cannot cope with and show rather verbal overload. Pupil than tell. reaction noted. Classroom Strategies Provide Teacher ASAP Annex 6 Different expressions of alternative ways homework delivery and Writing Mind Mapping of recording or task setting. ways of Reducing the amount Word processing completing of written output for homework. those who find writing difficult.
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
The way forward for self-improving teachers and self- improving Schools Action Plan continued… • 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
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 ”
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