This term I have been involved in the assessment of 20 pupils and have met with the vast majority of the parents of these youngsters at least once. This is either at Staged Assessment and Intervention (SAI) meetings or more informally to discuss progress and programmes. These assessments and parental meetings are preceded by extensive consultations with colleagues. Once an identification of dyslexia has been made, we usually meet again to discuss any interventions that may be appropriate.
In addition, I have attended 23 SAI meetings about pupils already ‘on the books’. Here we confer about the action plans and decide next steps. It is at these meetings that I often commit to a teaching programme for the following term. Otherwise I attend in an advisory capacity.
It is not always appropriate or necessary for me to have face-to-face contact with pupils. My colleagues do a wonderful job. Often they just need reassurance that they are on the right track and possibly some advice about resources or methodologies to supplement the excellent work they are already doing with their learners with dyslexia.
Work with individuals and small groups of pupils focused on auditory processing strategies (11), note making (20), syllabification (6), using digital technologies to access the curriculum (30) and strategies for organisation and planning as part of a transition programme for P7’s (9).
I have spent 3 or 4 sessions in each of 6 classes teaching them the basics of Mind Mapping using Kidspiration and Inspiration and I took a P7 class for 4 sessions helping them develop higher order thinking skills.
I have spoken to groups of parents at open meetings in 2 primary schools this term and delivered an in-service session for a school as part of their Dyslexia Friendly Schools Pledge. The focus was on learning styles. The Pledge itself has had a re-vamp and is now (almost) ready to be incorporated into the literacy strategy for the region.
A group of support for learning colleagues and I have worked together to develop user-friendly guidance for using WordTalk. I presented this to a group of practitioners at an event organised by LT Scotland. I spoke at my first TeachMeet (for 2 minutes) on this wonderful resource at the Sea Bird Centre. We hope to roll this guidance out next term.
I went to 2 secondary schools to train colleagues to interpret the computerised assessment tool, LASS, and have commented on the reports (about 20) they have prepared subsequently. Of course I have attended meetings of the Outreach Service and both Clusters too.
I was lucky enough to win a laptop and software to the value of £1000 in a competition organised by iansyst and dyslexic.com. I plan to trial some of the resources with pupils next term.
I need a holiday!