Develop schoolwide systems for identification and support
Suggestion for implementing the strategy ‘Develop a schoolwide approach’
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Early identification systems
Early identification systems
Researcher Sue Dymock and principal Fiona Bradley explain the purpose and processes for screening, teacher training, ongoing monitoring, and assessment to support successful learning.
No captions or transcript
Develop an agreed pathway for identifying student needs
Develop an agreed pathway for identifying student needs
Take a collaborative approach with literacy leaders, SENCOs, and learning support coordinators. Work together to develop a clearly understood pathway for identifying and supporting the needs of all learners, including those with dyslexia, across your school or cluster.
Consider:
- how initial concerns expressed by a classroom teacher or parent will be recorded, addressed, and followed-up
- what processes and tools will be employed for identifying students not progressing as expected with literacy learning – the Ministry recommend the process in The New Zealand Dyslexia Handbook (pages 61-75) as an interim tool while further more comprehensive resources are developed
- how support will be coordinated across the school and between schools in your cluster
- your process for accessing additional support and teacher training to ensure early intervention and ongoing support
- your process and tools for ongoing monitoring, assessment, and targeted interventions.
Identify ways to gather information
Identify ways to gather information
Formalise your schoolwide process.
Use the kohikohi model to deepen your understanding of each student’s needs.
![11789 [Kohikohi.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Kohikohi__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Integrating supports
Integrating supports
Te Tūāpapa is a way of integrating effective schoolwide approaches for all with targeted and tailored supports that address specific learning needs, including for students with dyslexia.
Record and share information
Record and share information
Useful resources
Useful resources
Dyslexia check chart
A checklist for quality evidence-based practice in New Zealand schools for students who present with literacy learning differences such as dyslexia.
Publisher: Learning Matters
Next steps
More suggestions for implementing the strategy “Develop a schoolwide approach”:
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Current page Develop schoolwide systems
Return to the guide “Dyslexia and learning”
How to use this site
Guide to Index of the guide: Dyslexia and learning
Understand:
- Understanding dyslexia
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Understanding dyslexia and literacy acquisitionShow suggestions for Understanding dyslexia and literacy acquisition
Strategies for action:
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Develop a schoolwide approachShow suggestions for Develop a schoolwide approach
- Develop schoolwide systems
- Support PLD
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Identify student needs and how to provide supportShow suggestions for Identify student needs and how to provide support
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Support early literacy development through a structured literacy approachShow suggestions for Support early literacy development through a structured literacy approach
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Helpful classroom strategies in years 1–8Show suggestions for Helpful classroom strategies in years 1–8
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Helpful classroom strategies in years 9–13Show suggestions for Helpful classroom strategies in years 9–13
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Supporting literacy and numeracy in NCEAShow suggestions for Supporting literacy and numeracy in NCEA
