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.
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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 NZ 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]](/assets/inclusive-education/example-images/Kohikohi.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Use the Tiered Support Model
Use the Tiered Support Model
The Tiered Support Model can be helpful for implementing a schoolwide approach for supporting students’ learning needs, including those with dyslexia.
![11843 [Tiered-support-model.png]](/assets/inclusive-education/example-images/_resampled/ScaleWidthWyIxMDg2Il0/Tiered-support-model.png)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Record and share information
Record and share information
Useful resources
Useful resources
![11858 [Screen-Shot-2020-06-29-at-9.44.29-AM.png]](/assets/inclusive-education/resources/covers/_resampled/ScaleWidthWyI2NCJd/Screen-Shot-2020-06-29-at-9.44.29-AM.png)
4D is for dyslexia: A guide for New Zealand schools
Read time: 70 min
Publisher: Dyslexia Foundation of New Zealand
Download PDF
Dyslexia in secondary school: Improving whole school achievement through dyslexia aware best practice
Read time: 28 min
Publisher: Dyslexia Foundation of New Zealand
Download PDF
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”
![11437 [Dyslexia-and-learning.jpg]](/assets/inclusive-education/guides/featured-images/_resampled/FillWzIwOCwyMDhd/Dyslexia-and-learning.jpg)
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
