Patoss 2013 Conference Dr. Amelia Roberts 20/04/2013 Using the Literacy and Dyslexia-SpLD Professional Development Framework to support school improvement activities and teacher knowledge development Dr. Amelia Roberts Using the Literacy and Dyslexia-SpLD Professional Development Framework

What does the Framework offer you? Use of Framework and most of its resources is free The knowledge Self-Assessment is free The personalised report and certificates of CPD are free Greg Brooks’ ‘Interventions for Literacy’ is free to download and search The Guidance for Schools (SEND Reforms) is free The Graduated Response template is free The ‘Responding to Results’ Phonics Screening check is ……………… also free.

Linking to teacher development activities such as ‘The Big Six’ A six-point focus for teaching schools – key areas to which each Teaching School adds its own particular angle Other organisations, such as Academies, Schools and Universities are likely to be doing some or all of these activities The professional development framework provides a structure and focal point for up skilling the education workforce in literacy and Dyslexia-SpLD professional knowledge

Six focal points Teaching School Alliances must have the experience, leadership skills and capacity to support schools in the following six areas: Initial Teacher Training Continuing Professional Development Leadership and Talent Management School to School support Specialist Leaders of Education Research and Development

The Literacy and Dyslexia-SpLD Professional Development Framework Patoss 2013 Conference 20/04/2013 The Literacy and Dyslexia-SpLD Professional Development Framework Free online tool Funded by DfE, in conjunction with The Dyslexia/SpLD Trust and created in partnership with PATOSS and Dyslexia Action Provides a portal to access resources Personalised needs analysis with tailor-made report including a wide range of resources. Covers six key strands of essential expertise Includes five stages corresponding to a variety of roles within the educational workforce. Allows users to download Professional Development Certificates Using the Literacy and Dyslexia-SpLD Professional Development Framework

Process of writing the Framework: Documentation Patoss 2013 Conference 20/04/2013 Process of writing the Framework: Documentation Related Frameworks QCF FHEQ IQF QAA Foundation Degree Framework for Children’s Workforce Development SLCF College of Teachers Framework Career Development Framework for TAs Related literacy/education context National Occupational Standards IDP National teaching CPD strategy SENCO training ECaR Welsh Dyslexia Report Rose Report data Feedback from Reading Dyslexia conferences Learning outcomes of a range of current dyslexia qualifications Schools White Paper 2010 Wider CPD context Various research papers from Professional Association Research (PARN) Lester (08) Routes to qualified status Competency frameworks from other professions e.g. DfID The Chartered Institute for Personnel Development (CIPD) Came out of collaboration from # sources [run to not fall behind already some don’t exist!!] Most made of Rose report Need to add in QAA to LH image Perhaps delete MTL now that is being scrapped REALLY IMPORTANT Add White Paper to middle list Also signal SEN green paper to come Using the Literacy and Dyslexia-SpLD Professional Development Framework 6

Collaboration 7 Patoss 2013 Conference 20/04/2013 Using the Literacy and Dyslexia-SpLD Professional Development Framework 7

Structure and content of Framework - Strands Patoss 2013 Conference 20/04/2013 Structure and content of Framework - Strands Development of language and literacy Theories of dyslexia/SpLD Identifying and assessing dyslexia/SpLD Supporting and teaching learners with dyslexia/SpLD Communicating and working with others Professional development and dyslexia/SpLD Read them off 1st step twd good CPD Just identifying these 6 strands help to map where you want to g. Using the Literacy and Dyslexia-SpLD Professional Development Framework 8

Structure and content of Framework Stages Patoss 2013 Conference 20/04/2013 Structure and content of Framework Stages Using the Literacy and Dyslexia-SpLD Professional Development Framework 9

Statements and Confidence-ratings Patoss 2013 Conference 20/04/2013 Statements and Confidence-ratings You will see a statement, and then the user will ascribe their own confidence value: ‘Explain the ‘Simple View of Reading’ Confidence rating: 1 2 3 2 examples from the Theories of Dyslexia Statements – then would give their rating. Example of how you would run inset If talking through W teachers or univ. not everyone thinks they know the difference Biological chromosomes brain imaging genetic Phonetic processing working memory and verbal memory Social interaction – if hunter gather community dyslexia wouldn’t show This links to why framework can be a good CPD tool as you use for inset. Where is your confidence rating at moment – then explain what 3 are – most people know the ideas/principles but didn’t know what it is called so group confidence increases in the process of go Every teacher knows about decoding mapped against comprehension Small parent workshop looking at simple view helps understand what children grappling with and what bits to focus on when reading with their child Using the Literacy and Dyslexia-SpLD Professional Development Framework

Structure and content of Framework Professional development guidance The Dyslexia-SpLD Trust Professional Development Framework Patoss 2013 Conference 20/04/2013 Structure and content of Framework Professional development guidance Each user receives an in-depth report (pdf) which includes CPD and development advice: Feedback on level within each strand for the stage selected Suggestions for work place activities to develop learning Professional development resources Website resources Key Reference documents Information on current, relevant training courses Workplace activities; Professional Development Resources; Website Resources; Key Reference Documents Currently information on how to select a relevant training course, Courses AIMS to reference specific CPD opportunities Using the Literacy and Dyslexia-SpLD Professional Development Framework 12 October 2009 Case Studies In Progress 8 February 2012 11 11 11

Examples of resources recommended The Dyslexia-SpLD Trust Professional Development Framework Patoss 2013 Conference 20/04/2013 Examples of resources recommended Texts: Read Chapter 1 of the Rose Review on Dyslexia: http://publications.education.gov.uk/eOrderingDownload/0065 9-2009DOM-EN.pdf Websites: A Framework for Understanding Dyslexia - Theories of dyslexia http://www.excellencegateway.org.uk/page.aspx?o=124856 The Daily Mathematics Lesson: Guidance to Support Pupils with Dyslexia & Dyscalculia. DfES 0512/2001 http://scotens.org/sen/resources/dyslexia_leaflet_maths.pdf High profile for SEN Changing Policies Financial constraints Green Paper Strong focus on CPD Looking to the Community and Voluntary Sector to support and provide services Addressing the support for ‘less severe – high impact’ Linking to Achievement for All Important part of Trust wider agenda Integral to Trust aims Framework is key to the work of DST Wider stakeholder involvement CDC – DfE Strategic Partner for SEN and Disability CDC Strategic Partner All 3 Trusts sit on the Partnership Board Support the development of capacity building across the Voluntary and Community Sector. Contribute to the development and implementation of key policy initiatives Identify and support research to gather evidence on what works to inform policy and practice development and planning Currently over 60 organisations are represented on the CDC Council. They range from large-scale organisations such as Barnardo’s, to smaller charities such as the The Springboard Project. Using the Literacy and Dyslexia-SpLD Professional Development Framework Case Studies In Progress 8 February 2012 12

Extracts from The Rose Review Chapter 1(2009 p.30) The Dyslexia-SpLD Trust Professional Development Framework Extracts from The Rose Review Chapter 1(2009 p.30) Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. The Dyslexia-SpLD Trust and Strategic Partners Steering Group Terms of Reference 12 October 2009 Case Studies In Progress 8 February 2012 13 13

The Simple View of Reading The Dyslexia-SpLD Trust Professional Development Framework The Simple View of Reading www.standards.dcsf.gov.uk/primaryframework /literacy This visual framework was designed to help practitioners gauge the relationship between decoding skills and comprehension skills in the individual learner. 1 - Whilst we support the view that slow progress and/or low achievement is not prima facie evidence of special educational needs, it must also be emphasised that slow progress and/or low achievement is not evidence of an absence of special educational needs 2 -needs met by resources that should be available in mainstream schools mean that those who need additional more specialist support will be denied that by a presumption that schools can meet the whole range of needs associated with dyslexia and specific learning difficulties Case Studies In Progress 8 February 2012 14

- - + + Good language comprehension, poor word recognition Good word recognition, good language comprehension Word recognition - + Poor word recognition, poor language comprehension Good word recognition, poor language comprehension Two dimensions of reading: word recognition and language comprehension Four possible outcomes: Good word recognition and good language comprehension Good word recognition but poor language comprehension Poor word recognition but good language comprehension Poor word recognition and poor language comprehension Allow time for staff to consider the four quadrants alongside their class list. They may be able to start thinking about whereabouts the children would be plotted on the graph. - Language comprehension

Results from the IOE One of a number of evaluations Patoss 2013 Conference 20/04/2013 Results from the IOE One of a number of evaluations Providing quantitative data Some qualitative data from a teaching school: ‘Very comprehensive and superbly differentiated. I am delighted that the materials enable us to target the essentials for all staff in improving Wave 1 or quality universal provision. However, for those staff who are delivering interventions, it is very useful to have training which is increasingly specialised on offer as well.’ Mention handout needs correcting Quantitative - qualitative Using the Literacy and Dyslexia-SpLD Professional Development Framework 16

Effect of intervention on Stage in each of the Strand B areas/items Patoss 2013 Conference 20/04/2013 RESULTS– Hypothesis 1 Effect of intervention on Stage in each of the Strand B areas/items Participants’ stage improves in all areas/items. Pushes people up to another stage Does improve people’s overall skills and knowledge Using the Literacy and Dyslexia-SpLD Professional Development Framework 17

Patoss 2013 Conference 20/04/2013 How participants’ practice has changed following training and introduction to Framework Blue is increase in use 86% greater understanding in Theory Visual cues Task Analysis: Break down what is really required in each task – maths problem understand symbol 2 & 7 know what + means and what instruction is in terms of maths and then know how to do that, hold in working memory while working out calculation. Using the Literacy and Dyslexia-SpLD Professional Development Framework 18

Leadership and Talent Management Encourage talented leaders to facilitate the workplace activities suggested in the Framework Activities can be taken from the personalised print out or searched directly from ‘Resources’ Use the Graduated Response flow chart as a Framework to inform other staff members Lead on professional development initiatives Use the course data base for further development

Initial Teacher Training Use Self-Assessment process to benchmark student progress before and after their course, across 6 different strands of knowledge Use the SA to show evidence of impact Use the Framework to structure assignments, as modelled by the IOE, focusing on doing a needs analysis of a school Use the statements to assess the content of current courses and develop new ones (as modelled by Dyslexia Action and the Helen Arkell Dyslexia Centre). Use the Framework as a lecture!

School to School support Introduce the Framework to other settings in a wide variety of ways Use the Self Assessments to understand the needs of individual schools so that training and support is specific and bespoke (as modelled by AfA3as) Use our Exemplar School Action Plans (modelled by Charlotte Anderton of the GDFT) Use the Needs Analysis to plan next steps in Staff Recruitment and Professional Development

Specialist Leaders of Education Use the Framework's Self Assessment at Levels 3, 4 and 5 to support the professional development of specialist teachers in Literacy and Dyslexia Download the mapping document showing the links between the Framework Self-Assessment strands at the criteria for achieving the BDA's Dyslexia-Friendly Schools Quality Mark Use additional materials to develop staff that are freely available from the Framework such as the TDA/Lamb Advanced Training Materials and the IDP

Continuing Professional Development Use the Framework in a variety of ways to structure INSETS Support continuing staff development at all stages of an individual’s career by taking the SA and utilising the recommended resources. Print out Certificates of Professional Development to add to portfolios as evidence of CPD Develop professional development Action Plans for schools (as modelled by the Greenwood Dale Foundation Trust) Use the evidence-based resources, such as videos and case-studies to develop groups within school (TAs, Departments etc)

Research and Development Use The Framework User’s Guide for ideas on practitioner led Action Research in schools Refer to ‘Interventions for Literacy: What Works’ by Professor Greg Brooks for a wide range of evidence-based interventions Use The Dyslexia-SpLD Trust site for up to date information on the SEND reforms and a range of other resources

Understanding teacher learning: Why you matter! My own research was based on in-school teacher professional development, based on inclusive classroom strategies such as: Assessment for Learning Thinking Skills Multi-sensory learning Element of play: creativity and spontaneity Peer dialogue: linking learning to own experiences Judicious use of ICT Rich, stimulating starter activities

School context and CPD: conflicting priorities Over-stuffed curriculum Class size and diversity Exams and summative assessments Imposed initiatives Can make it very difficult to prioritise good teaching. Can lead to an unwillingness, even by good teachers, to embrace even good ideas Activity Sabotage – a natural response to context-imposed conflicting priorities

Which is where you come in… Reinforce the importance of training and teacher development Give CPD the status it deserves, particularly when emphasising the professional role of teachers Increase accountability for learning activities (teachers contribute to INSETS, Conferences etc) Re-evaluate priorities in the school day, week, year Protect ‘time and space’ necessary for teacher learning: enable more time to prepare resources after CPD, to integrate them into lessons, to discuss with colleagues and digest what has been learnt Join up like minded teachers: power in numbers Develop true ‘Communities of Learning’!

Key links to resources IDP The Lamb/TDA materials http://framework.thedyslexia- spldtrust.org.uk/resources/leadership-and- inclusion-tdalambioe-materials IDP http://www.idponline.org.uk/psdyslexia/fsc ommand/launch.html

Key links continued Flow chart for Graduated Response: http://framework.thedyslexia- spldtrust.org.uk/getting-started Dyscalculia Resources: http://framework.thedyslexia- spldtrust.org.uk/search/node/Dyscalculia

The Literacy and Dyslexia-SpLD Professional Development Framework Part 2 - Workshop

Introducing the Framework to others Patoss 2013 Conference 20/04/2013 Introducing the Framework to others The Framework site contains: a 'voiced-over' power-point presentation http://www.screencast.com/t/tcheZ5NpvaaO%20 an introductory video (created and voiced by Patoss Chief Executive Lynn Greenwold) to help you to introduce the assessment process to a staff team. http://framework.thedyslexia-spldtrust.org.uk/video-introduction- using-framework The site also contains additional training materials to support the introduction of the Framework across settings. http://framework.thedyslexia-spldtrust.org.uk/getting-started Framework users guide New materials Norfolk evaluation – taking people through various parts of the site. Will showcase particular features Need to show the voice over and intro pp assessment site Resources page How to search resources =know what you want to search – by strand and stage All – A Keyword – dyscalculia and also video Add to favourites Upload resources – comes to the Framework team to look at and then activate. Will be something coming soon to itemise those steps for people Using the Literacy and Dyslexia-SpLD Professional Development Framework

Developing a Bespoke Training Event Patoss 2013 Conference 20/04/2013 Developing a Bespoke Training Event The Framework assessment can be taken by teachers before the course is planned, to ensure that the course meets teachers needs according to their own self assessment. Teachers create an account and take one or more of the six available strands. All take assessment – know what is needed and what is wanted Ideally all 6 but if doing bespoke training on one strand can drill down Will hopefully soon be able to create group profile. Using the Literacy and Dyslexia-SpLD Professional Development Framework

Using the personalised results Patoss 2013 Conference 20/04/2013 Using the personalised results The training can be developed around The Framework statements identified as being areas of 'low confidence.'   For example, teachers may have demonstrated high levels of confidence in 'identifying literacy difficulties' but low confidence in 'explaining the Simple View of reading'. This enables those who are planning training to target identified gaps in knowledge. How you drill down through results on where you need to focus training. Using the Literacy and Dyslexia-SpLD Professional Development Framework

Using personalised report (cont) Patoss 2013 Conference 20/04/2013 Using personalised report (cont) The training can utilise the recommended resources, suggested by the website in direct response to the needs analysis undertaken. The recommended resources include: key documents videos of best practice online resources The resources can be used to inform the training outline, as they are tailored to the needs identified by the participants. Feel framework gives scaffolding you need for your CPD development. Using the Literacy and Dyslexia-SpLD Professional Development Framework

Patoss 2013 Conference 20/04/2013 Creating an INSET The Framework site contains Schools and Teacher Training Pages and a 'Framework User's Guide' to support you in creating a staff INSET: http://framework.thedyslexia- spldtrust.org.uk/schools-getting-started Show page – refer back to framework Schools guide as today’s presentation Framework Users Guide has much more detailed informaiton Using statements to stimulate team dialogue Using the Literacy and Dyslexia-SpLD Professional Development Framework

Using the statements to stimulate team dialogue Patoss 2013 Conference 20/04/2013 Using the statements to stimulate team dialogue The framework would need to be projected onto a screen visible to all At least an hour is needed to enable team debate on each statement within the selected strand. The Literacy and Dyslexia-SpLD framework can then be completed, in the group, as the whole team assesses its collective expertise in supporting the learner with literacy difficulties including dyslexia-SpLD. Be aware of ‘vulnerable expertise’, whereby the team currently has a high level of expertise in a certain area, but this is not shared by most of the team and therefore could be lost if those staff members leave. Demonstration: http://framework.thedyslexia- spldtrust.org.uk Use it to get a good dialogue going Much as with Theories and Simple View Remember your role as a trainer Might want to do it differently if focus is on embedding knowledge – Purpose should be a genuine commitment to embed knowledge. If benchmarking for Ofsted might put at highest confidence in order to showcase best face Start here with your team and get statement up and start discussing With your knowledge where do you think you would want to start? For every teacher we expect them to be at stage 1 but may well be at stage 3 or 4 What do you understand them to mean? Model a bit. If you are a group of teachers how would you do this? Give opportunity to discuss Using the Literacy and Dyslexia-SpLD Professional Development Framework

Writing your own course Patoss 2013 Conference 20/04/2013 Writing your own course For course writers, all of the Framework statements can be downloaded from the front page of the Framework User's Guide. These can be used to construct new courses or revise existing content: http://framework.thedyslexia- spldtrust.org.uk/framework-users-guide How to get full statements We really want it embedded. Who has already used it Swindon, DA, IoE and Roehampton Using the Literacy and Dyslexia-SpLD Professional Development Framework

Benchmarking progress Patoss 2013 Conference 20/04/2013 Benchmarking progress More extended and accredited courses may need to demonstrate student outcomes. Taking the assessments before and after can showcase overall learning Users can now download a Certificate of Professional Development for every strand that is retaken to show improvement of knowledge in that area. Use to demonstrate outcomes Using the Literacy and Dyslexia-SpLD Professional Development Framework

Other options (Framework User’s Guide) NQTs Mentoring new colleagues or those seeking to specialise Action Research in a school setting Dyslexia-friendly school /BDA Quality Mark

Accessing the Framework The framework can be accessed via The Dyslexia-SpLD Trust website, via ‘Resources’: http://framework.thedyslexia- spldtrust.org.uk/ The ‘Framework User’s Guide’ contains additional information to support the practitioner and is available to download from this portal. I can be contacted on: Amelia.Roberts@thedyslexia-spldtrust.org.uk