1. 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

2. 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.

3. 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

4. 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

5. 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

6. 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

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

8. 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

9. 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

10. 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:
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

11. 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

12. 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:
DOM-EN.pdf
Websites:
A Framework for Understanding Dyslexia - Theories of dyslexia
The Daily Mathematics Lesson: Guidance to Support Pupils with Dyslexia & Dyscalculia.
DfES 0512/
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

13. 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

14. The Simple View of Reading
The Dyslexia-SpLD Trust Professional Development Framework
The Simple View of Reading
/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

15. - - + + 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

16. 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

17. 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

18. 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

19. 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

20. 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!

21. 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

22. 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

23. 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)

24. 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

25. 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

26. 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

27. 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’!

28. Key links to resources IDP
The Lamb/TDA materials
spldtrust.org.uk/resources/leadership-and- inclusion-tdalambioe-materials
IDP
ommand/launch.html

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

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

31. 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
an introductory video (created and voiced by Patoss Chief Executive Lynn Greenwold) to help you to introduce the assessment process to a staff team.
using-framework
The site also contains additional training materials to support the introduction of the Framework across settings.
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

32. 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

33. 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

34. 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

35. 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:
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

36. 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: 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

37. 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:
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

38. 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

39. 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

40. Accessing the Framework
The framework can be accessed via The Dyslexia-SpLD Trust website, via ‘Resources’:
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: