ACC Dyslexia Identification Pathway Secondary

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 teachers:

1. Implement universal support strategies, and differentiate to meet the needs of the young person.

2. Review the impact of these over an appropriate period of time.

3. Open a Secondary Dyslexia Pathway Evidence Checklist.  Start to collect samples of work (handwritten, typed), scribed, assessments.

4. Rule out any vision or hearing issues by asking the parents for a recent eye and hearing test.

Universal Strategies:

Handy guidelines - Dyslexia Inclusive Classroom Support Strategies for Secondary

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At this stage, Universal supports, strategies and adaptations are not addressing the young person's needs and more targeted support is needed. Parents or young people may request further investigation into literacy concerns including dyslexia identification. An assigned member of staff which may be a SfL teacher will coordinate the collection of evidence.

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

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

3. Monitor and record impact.

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

5. Pull together all evidence already collected inlcuding samples of work and assessments.

6. Continue to collect evidence - samples of work and assessments highlighted in the Secondary Dyslexia Pathway Evidence Checklist. 

7. Subject teachers complete the Secondary - Dyslexia Challenge and Strength Indicators. This can also be sent out as a Google form. It's good to get a cross section of subject teachers filling this out in subjects that the pupil enjoys as well as in subject the young person finds more challenging.

8. Gather evidence and assessment data from as many of the young person's subject teachers. The more varied the subjects the more holistic evidence can be gathered.

9. Arrange 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. Ensure a recent eye and hearing test have been carried out before moving onto step 3.

Dyslexia Specific assessments:

10. Ask the parent/carer to complete the dyslexia specific 'Parent/carer checklist (H)'.

11. Complete the 'Pupil checklist (G)' with the young person.  Collate pupil strengths within evidence gathering.

12. Consult with other professionals/agencies as appropriate.

13. Dyslexia specific assessments such as the GL dyslexi Screener and Portfiolio can be used at this stage to help identify strengths and challenges that contribute to the holistic view of the young person. 

14. 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. 

If specialist support is required complete the 'Request for Assistance' form in Supporting Learners in Sharepoint. Please make sure the  Secondary - Dyslexia Challenge and Strength Indicators. checklist 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. 

Dyslexia is identified through a collaborative and holistic assessment process when evidence gathered from all involved is highly confirmatory. pupil, parent and teacher voice are essential.  

1. Arrange a collaborative meeting  with at least 3 professionals with one having enhanced knowledge and understanbding of dyslexia.

2. During the meeting use the     forms to record strengths and challenges discussed from ebvidence and assessment data.

3. Reach a conclusion - evidence indicates dyslexia or - evidence does not indicate dyslexia (at this time). Refer to the Scottish working definition for Dyslexia 

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

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

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. 

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.

Sharing the conclusion and next steps with the pupil with an identification of dyslexia:

1. Praise/recognise all work and effort going through the dyslexia identification 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 video Seeing Dyslexia Differently to find out more about dyslexia. 

7. Share some talented dyslexic thinkers. Do they recognise any?

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

9. Discuss strengths that came out on the pupil checklist and talk about how these can support them in their learning. Discuss tools and strategies that the pupil is already employing to help them with challenges relating to dyslexia and their learning.

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

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

Sharing the conclusion and next steps with the pupil with no identification of dyslexia:

1. Praise/recognise all work and effort going through the dyslexia identification 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. Discuss and agree on targets, tools and strategies and next steps for the pupil in their learning.  A Dyslexia Information Card  or learner profile could be used for this. 

Sharing the conclusion and next steps with the staff:

Digitally

In person

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.