A lot of children's difficulties can be met at the Universal level of intervention. These are adaptations or supports provided in the classroom. Often the universal strategies we put in place for some benefit the majority of the class.  Please see the ACC support stages document above.

When concerned about a child's progress class teachers:

1. Open a Pathway Overview (A) to guide you through the pathway.

2. Share your concerns with SfL teacher or SLT.

3. Have a conversation with the parent/carer to let them know your initial concerns and listen to any concerns that they have at this stage. 

4. Record initial concerns and pupil and teacher voice using Establishing Needs Form (B). Plan out support strategies using the tools listed in Establishing Needs Form (B) to support you.

5. Implement universal support strategies, and differentiate to meet the needs of the child.

6. Review the impact of these over an appropriate period of time using Establishing Needs Form (B).

7. Create a 'gathering evidence' file and begin to gather and collate evidence. Please see the Evidence Gathering section, Pathway Overview (A) and this Dyslexia Pathway Evidence Checklist for information on what to gather.

At this stage, Universal supports, strategies and adaptations are not addressing the young person's needs and more targeted support is needed.

1. At this stage, open a Collaborative Summary form to record a summary of concerns and action to date.

2. Continue to gather evidence and assessment data. This may include include observations in-class, out of class or working 1:1 with a PSA or teacher.

3. Consider using the 'Planning tool/ observations record sheet' to record incidental notes relating to the 9 Areas of Difficulty associated with Dyslexia.

4. All teachers/staff who work closely with the young person collaborate to complete the 'What to look for' Checklist relevant to the stage of the learner. This may take 2 or so weeks to complete. Early level, first/second level, third/fourth level, secondary 

5. Have a conversation/meeting with Parent/Carer to discuss and complete, 'Other Factors to Consider ' (E). This will help rule out other factors contributing to literacy difficulties.

6. Continue to implement universal supports, strategies and adaptations.

7. Plan and begin targeted intervention/s individually or in a group with PSA or SfL.

8. Monitor and record impact using Establishing Needs Form (B).

9. If specialist support is required complete the 'Request for Assistance' form in Supporting Learners in Sharepoint. Please make sure the relevant 'What to look for' checklist below has been completed and collaborative, holistic assessment and evidence has been gathered to be considered for specialist consultation with DOS. Once DOS has received your Request for Assistance and 'What to look for' checklist we will email you to arrange a virtual consultation or in school support. The more evidence you send, the more specific our recommendations can be. 

1. Continue to gather evidence ie. holistic, observational, specific. A dyslexia specific screener or assessment may be used at this stage.

2. Complete the 'Pupil checklist (G)' below.

3. Ask the Parent/Carer to complete the 'Parent/carer checklist (H)' below.

4. Collate pupil strengths within evidence gathering.

5. Consult with other professionals/agencies as appropriate.

6. Continue to record views of pupil, parent/carer, other professionals involved, assessments and observations. The Collaborative Summary form can be used for this. 

7. The Planning tool/ observations record sheet may also be useful for recording strengths, areas of difficulty and next steps.

8. Continue to review the universal supports/strategies and differentiation in place.

9. Continue to review the targeted interventions in place or planned PSA targeted support - monitor and record impact: this can be used as evidence.

10. If specialist support is required complete the  'Request for Assistance' form in Supporting Learners in Sharepoint.

At each stage in the identification process, staff consider if concerns persist and if evidence indicates 'Specific Learning Difficulties' or dyslexia. 

Professionals dialogue/meeting. At least 3 professionals with one having enhanced knowledge and understanding of dyslexia.

Dyslexia is identified through a collaborative and holistic assessment process when evidence gathered from all involved is highly confirmatory.  

1. Complete the Collaborative Summary form using all evidence gathered from assessments, observations and checklists.

2. Highlight pupil strengths, areas for development, suggested interventions/support and action points for home and school. Set a review date. 

3. Refer to the Scottish working definition for Dyslexia 

4. Reach a conclusion - evidence indicates dyslexia or - evidence does not indicate dyslexia (at this time).

5. Outcome: Within Scotland’s needs-led system, regardless of conclusion, all pupils will continue to be supported through differentiation, support strategies, adaptations, Assistive Technology and targeted intervention.

6. Feedback to pupil*, parent/carer.

7. Upload any dyslexia specific assessments and collaborative summary report as PDFs to learner's SEEMIS account and add a paper copy to their PPR. Mark the learner as dyslexic on SEEMIS.

8. Plan monitor and review support for pupil.

9. If an identification is not made at this time, the process can be revisited at a later stage if dyslexia is thought to be the reason for the pupil's difficulties.

Feeding back to the pupil with an identification of dyslexia:

1. Praise/recognise all work and effort going through the pathway.

2. Go over the reason for visiting SfL and assessments - to find out more about their learning, what they find easy, what they find tricky and if there is a reason for this.

3. Ask - Do you know what dyslexia is? Explain that dyslexia is a different way of thinking and learning.

4. Confirm identification.

5. Check in with their feelings at that time.

6. Watch the following video to find out more about dyslexia.

7. Here are some talented dyslexic thinkers. Do you recognise any?

8. Discuss strengths that came out on the pupil checklist and talk about how these can support them in their learning. 

9. Reiterate that dyslexia is not a sign of low intelligence. (Show graphs with cognitive ability/ comprehension scores if appropriate)

10. Discuss challenges from evidence and goals/targets the pupil has set for him/herself.

11. Share targets, tools and strategies and next steps for the pupil in their learning.  A learner profile,  target sheet or Dyslexia Information Card could be used for this. 

*Feeding back to the pupil with no identification of dyslexia:

1. Praise/recognise all work and effort going through the pathway.

2. Go over the reason for visiting SfL and assessments - to find out more about their learning, what they find easy, what they find tricky and if there is a reason for this.

3. Explain that we were trying to find out if dyslexia might have been the cause of challenges in their learning. Explain that at this time the evidence does not suggest that it is dyslexia.

4. Check in with their feelings at that time.

5. Discuss strengths that came out on the pupil checklist and talk about how these can support them in their learning. 

6. Discuss challenges and goals/targets the pupil has for him/herself.

7. Share targets, tools and strategies and next steps for the pupil in their learning. A learner profile or target sheet could be used for this.

Professionals dialogue/meeting. At least 3 professionals with one having enhanced knowledge and understanding of dyslexia.

Dyslexia is identified through a collaborative and holistic assessment process when evidence gathered from all involved is highly confirmatory.  

1. Complete '(I) Collaborative Assessment Collation' Form or Alternative form i Collaborative Assessment Summary using all evidence gathered from assessments, observations and checklists.

2. Highlight pupil strengths, areas for development, suggested interventions/support and action points for home and school. Set a review date. 

3. Refer to the Scottish working definition for Dyslexia 

4. Reach a conclusion - evidence indicates dyslexia or - evidence does not indicate dyslexia (at this time).

5. Outcome: Within Scotland’s needs-led system, regardless of conclusion, all pupils will continue to be supported through differentiation, support strategies, adaptations, Assistive Technology and targeted intervention.

6. Feedback to pupil, parent/carer.

7. Upload any dyslexia specific assessments and collaborative summary report as PDFs to learner's SEEMIS account. Mark the learner as dyslexic on SEEMIS.

8. Plan monitor and review support for pupil.

A lot of children's difficulties can be met at the Universal level of intervention. These are adaptations or supports provided in the classroom. Often the universal strategies we put in place for some benefit the majority of the class.  Please see the ACC support stages document above.

When concerned about a child's progress class teachers:

1. Open a Pathway Overview (A) to guide you through the pathway.

2. Share your concerns with SfL teacher or SLT.

3. Have a conversation with the parent/carer to let them know your initial concerns and listen to any concerns that they have at this stage. 

4. Record initial concerns and pupil and teacher voice using Establishing Needs Form (B). Plan out support strategies using the tools listed in Establishing Needs Form (B) to support you.

5. Implement universal support strategies, and differentiate to meet the needs of the child.

6. Review the impact of these over an appropriate period of time using Establishing Needs Form (B).

7. Create a 'gathering evidence' file and begin to gather and collate evidence. Please see the Evidence Gathering section, Pathway Overview (A) and this Dyslexia Pathway Evidence Checklist for information on what to gather.