Improving Literacy: an evidence based approach

1. Improving Literacy: an evidence based approach The role of the EP in supporting local authorities 14.9.12 Martin Gemmell, Nancy Ferguson, Jean Campbell, Jennifer King

2. Plan for today • Context – where are we now ? • Nat. Literacy Assessment Framework • Rationale, content and key themes • Implementation • Developing our own practice in this area • Feedback from SDEP survey • How to take forward literacy in your LA?

3. National Literacy Strategy Scottish Government initiative Spring Into Literacy Early Level focus (pre-school to end of P1)

4. Local Authority Literacy Strategy Each council must develop and implement Literacy Strategy in response to National plan Heads of Services should be aware Can you approach your Principal Psychologist to push this? Hub authorities H,WD , F , N L , Ed

5. Hub authorities City of Edinburgh, Fife, Highlands, N Lanarkshire and W Dunbartonshire Hub model as one way of delivering the National Strategy Conference before the summer in Stirling presentations from the hubs Modest fund to develop the hubs

6. Educational Psychologists’ work ASPEP-SDEP involvement Local work Our work NF, JC,JK, MG Survey feedback Nat. Literacy Assessment Framework

7. National Literacy Assessment Framework Partners – Scottish Government, Education Scotland, Children in Scotland, ASPEP, SDEP Keith Topping as consultant Education Scotland to make our Nat. Lit.Ass.Framework resource on-line and accessible to all LAs?

8. What have we learnt? Literacy (reading, writing, listening and talking) – is political Expertise is across disciplines Good to be specific – e.g. systematic phonics teaches decoding for the majority of children Numeracy – ?

9. What have we learnt? (2) • Our EP Literacy project is real collaborative working around an issue of significance across levels of our work + rewarding (CPD and beyond). • There is quite a broad consensus from EPs on what they think they ought to be doing, and what helps. [Source starter paper 2010. Survey 2011] • There is a lot of EP interest in the field, and it is seen as important - big response from the profession to the survey; high interest in the network; EPs are doing research based work, smaller projects etc but need for co-ordination nationally/locally?

10. What have we learnt (3) • Good multi agency work going on  in LAs • People are at different stages as are authorities • There is need for a lot of support from the centre

11. Any Questions So Far? • How can we implement aspects of this work in our local contexts? • How do you avoid washout in attainment gains at P4? • Why is there a dip internationally in S1-S2 attainment?

12. Nat. Lit. Assessment Framework • Content: Quality teaching and learning experiences • Evidence based classroom teaching • Fidelity of programmes • Specific guidance for struggling readers • Effective implementation ofthe framework • Utility • Effectiveness

13. Nat. Lit.Assessment Framework (2) • Compatibility/workability issues • with Assessment is for Learning principles and practices • with Curriculum for Excellence (BTC5) and national qualification frameworks

14. Proposed content of Nat. Lit. Assessment Framework Early language skills: vocabulary; narrative skills Responding to books Awareness of sounds/phonology

15. Proposed content of Nat. Lit. Assessment Framework (2) • Early concepts about print • Early metacognitive skills: making sense; links to prior knowledge; self monitoring of sense; ‘agency’ or intent/purpose

16. Assessment principles Ongoing formative assessment for all pupils, measuring progress in a continuous way Focused on the description/evaluation of specific, evidence-based skills and next steps, compatible with the formation of learning targets Developmentally sensitive, and based on rigorous up to date evidence/models - why are we doing this?

17. Assessment principles (2) • Processes and goals should lend themselves to systematic and manageable collection and analysis of rich sources of information in addition to standardised information. • Comprehensive - A narrow focus on phonics and an exclusive focus on ‘within-child’ factors should be avoided -Address higher order skills; motivation; • Issues of the learning environment MUST be addressed

18. What do you think of the proposed literacy assessment framework ? Have we covered the main areas of early literacy development? Anything else to consider ?

19. Implementation – the biggest challenge? We need to be as empirically sound in choosing our implementation strategy as choosing our interventions. Fixsen, Blasé, Naoom & Wallace, 2009 • Initial steps • Needs analysis for the Assessment Framework was conducted by Scottish Government • (see Literacy Action Plan, 2010 and Literacy Action Plan Interim • Progress Report, Sep 2012)

20. Implementation (2) – how to ensure this framework translates into positive outcomes for children? Recommendations • Guidance needs to be embedded within existing Scottish Government/national guidelines e.g. Curriculum for Excellence, How Good is Our School, Getting it Right for Every Child. • Strategic leadership required at all levels i.e. National, Local Authority and establishment. • The rationale for the framework and its contents must be effectively communicated with key stakeholders. Awareness of essential components is crucial (Fixsen et al. 2009)

21. Implementation (3) – how to ensure this translates into positive outcomes for children? Recommendations • Effective staff development must be planned and implemented, with ownership at a Local Authority level. Importance of ‘coaching’ stressed. • On-going evaluation must be integrated into the implementation strategy. • Educational Psychologists have a key role in informing the implementation plan and supporting implementation within their authority.

22. Your thoughts on effective implementation……..

23. SDEP Literacy survey 2011 • National online questionnaire survey re current practice • 64 respondents across 24 LAs. - good response rate (16%; n= 64) suggests lots of interest (also noted from interest in lit network)

24. Focus of survey • Level of work (3 levels x 5 roles) • Key areas probed: • assessment • early literacy programmes • best teaching practice • identification of difficulties • resources • interventions • supporting parents

25. What’s your role? Most involvement is consultative (all levels) 45% - systemic involvement LA level. 55% - systemic work school level 38% - literacy remit Wide range of involvement – but main roles at LA and school level are early literacy assessment & ID literacy difficulties Almost half had identified specific systemic work to promote early literacy – interventions, audits and lit reviews

26. What’s your focus at school level? 42% Identification of literacy difficulties 37% Literacy assessment 33% Best practice in teaching literacy

27. What’s your focus at school level? (2) • 29% Intervention programmes • 29% Supporting parents • 26% Early literacy programmes • 21% Literacy resources

28. Is your service contribution to national literacy strategy? 32% - a lot 37% a moderate amount

29. What do you think would make the most difference? Research, consultation and training, Early identification of and targeting the most vulnerable young people Involving parents and the wider community

30. Key finding • the majority of respondents think more research-based work would make the most difference, but that this is the role with the least amount of EP involvement at a LA level (15%)

31. Survey findings articulate well with the government’s focus on early assessment and identification; quality of early literacy programmes, and interventions; emphasis on rigorous analysis of impact, and ongoing tracking and monitoring of progress

32. Developing our own practice in this area:What would help ? How can we use the Hub model to ‘network’ across our authorities ? Spring 2013 conference Key themes/content ? Outcomes ? Using IT to share ‘what works’ ?