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 PlanObjective 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

onkey.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

observations.

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 of 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

on 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

of 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

of written output for

those who find writing

difficult.

Provide

alternative ways

of 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 on 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

of 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

language comprehension

g

o

o

d

p

o

o

r

goodpoor

Sally Shaywitz “Overcoming Dyslexia”

Thank you for participating

Training provided in partnership with:

Helen Arkell

Patoss

Springboard for Children

under the Dyslexia-SpLD Trust.