LON07/02/18 Interpreting Findings and Making Recommendations: Diagnostic Assessment at Secondary Level : SASC Authorised

Date: 07/02/2018

Location: Ambassadors, Bloomsbury London

Price (per person): Members £155, Non-members £185

4 Spaces Remaining

LON07/02/18 Interpreting Findings and Making Recommendations: Diagnostic Assessment at Secondary Level : SASC Authorised

Location: London

Presenter: Judy Capener and Lesley Burnett

Booking Ref: LON07/02/18

Day of Week: Wednesday

Course Times: 10.00am to 4.15pm (registration from 9.30am)

Link to Venue: Ambassadors Hotel, Bloomsbury

In response to requests this course follows-on from the popular Diagnostic Assessment at Secondary Level day and focuses on taking the assessment findings forward into positive and effective recommendations for both student and teacher.

The key to enabling students move forward following a diagnostic assessment is that appropriate interventions are put in place based on the assessment outcomes. It could, therefore, be argued that the recommendations section of a report is the most important. This interactive day looks at converting the information obtained from a diagnostic assessment into practical recommendations which reflect the individual’s needs at this level of study.

Course Description
This course will take delegates through the process of identifying and interpreting the findings of the diagnostic assessment report to ensure the recommendations target the specific individual needs of the student. Assessors will have the opportunity to work through actual case studies to investigate how aspects of background information, the learner’s profile and the conclusion provide the foundation to this process. Working with colleagues they will explore the impact of the specific weaknesses in learning and study on managing the curriculum and classroom in secondary school or a college setting. Taking into account the individual’s strengths they will consider an appropriate response by making recommendations and offering suggestions for some strategies and resources that may be helpful in a variety of scenarios. Throughout delegates will be encouraged to share their own experiences and ideas.
Please note, any reference to recommendations for Access Arrangements or DSA will be very briefly touched on.

The day will include:
• Interpreting information in the diagnostic report to build positive recommendations based on the findings
• Reflecting on the potential impact of specific weaknesses in literacy and learning for students at secondary level and their management of the curriculum
• Manageable recommendations for the student taking account of individual strengths in learning
• Practical recommendations for staff to help the student in their college or school setting
• Some examples of resources to help in specific situations, including delegates sharing their own ideas and experiences

Course Outcome
Using actual case studies, participants will develop their skills in interpreting the findings of a diagnostic assessment report and taking the findings forward into effective recommendations for the student studying at secondary level. Experience, knowledge and understanding will be shared with colleagues.

Delegates are expected to bring a copy of the CTOPP2, TOWRE2 and WRIT manuals for reference

Delegates are expected to hold a relevant qualification in the diagnostic assessment of SpLD [Level 7 or equivalent qualification] and preferably be involved in working with secondary age students
Target Audience Teachers, specialist teachers, assessors and SENCos of Secondary age students
Specialist teachers/ assessors in SpLD working with students at secondary level.

SpLD Assessment Standards Committee Authorised CPD

[1] SASC – is the national SpLD Assessment Standards Committee. This cross-organisational body sets the standards required for Assessment Practising Certificates and oversees and monitors the awarding process. For those professionals seeking to update an Assessment Practising Certificate, this event will contribute 5 hours to the core assessment practice CPD requirements. If you have any questions on this aspect please contact the Patoss office or see the SASC website at: www.sasc.org.uk


Judy Capener
Judy is an experienced teacher and teacher trainer and a long -standing member of the British Dyslexia Association Accreditation Board. Judy has been a programme leader for a number of post-graduate courses in SpLD. She led an OCR Certificate in Teaching Learners with SpLD for teachers under the Rose Review funding and more recently has been presenting the recent DfE Funded training days, Teaching for Neurodiversity. She has delivered extensive dyslexia training in the UK, including speaking at the BDA International Conferences on the role of morphology as an alternative approach to enhancing vocabulary, reading and spelling skills. Currently Judy works independently as a consultant, assessor and specialist teacher and is a director of PATOSS.

Lesley Burnett
Lesley has 40 years’ experience of working in education. She has been a teacher, SENCo and Deputy Head and has also worked as an advisory specialist teacher in both Primary and Secondary schools for East Sussex LA. From 2009 to 2011, Lesley was the Postgraduate Programme Director for Dyslexia Action, leading a team of 45 tutors in developing and delivering the Postgraduate Certificate and Diploma courses for teachers under the Rose Review funding.

Lesley now works as an independent dyslexia/SpLD specialist and consultant and divides her time between carrying out diagnostic assessments (including those for DSAs), training teachers, advising in schools, specialist teaching, speaking about dyslexia and writing. She is particularly interested in the effect of Specific Learning Difficulties on self-esteem, motivation and learning.