Assessment: I have been involved in the assessment of 117 pupils this year and have met with the vast majority of the parents of these youngsters (and about 20 others already ‘on the books’) 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.
Teaching individuals + small groups: I have worked with individuals and small groups of pupils on working memory skills, Mind Mapping and note making, MS Word Accessibility and strategies for organisation and planning as part of a transition programme for P7’s over the year.
5 children have helped me begin to evaluate the reading and spelling programme, ‘Nessy’. This is such a rich resource that 3 of the children will be continuing work on it next session. This is partly for their benefit of course, but also to allow me to decide whether I should encourage schools to buy ‘Nessy’ for their struggling readers and spellers. This is one of the software packages I was given with my new laptop: http://www.nessy.com/. So far we are loving it!
Parents’ Meetings: I have spoken to groups of parents at open meetings and presented an in-service session for a school as part of their Dyslexia Friendly Schools Pledge. The focus was on learning styles.
In-service training: I have led a group of support for learning colleagues to develop user-friendly guidance for using WordTalk and 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
Of course I have attended meetings of the Outreach Service and both Clusters too.
This is an up-dated version of the summaryI posted at the end of the Spring term.