CECV Intervention Framework Module 1 Introduction & Philosophy FACILITATOR NOTES The time required to deliver this unit is likely to be about 90 minutes, depending on the size of the group and the interaction that develops/occurs.

Purpose As a result of participating in this module, you will: Understand the context of the Intervention Framework Be introduced to the different PL Modules that follow this first module (Modules 2-6) Understand the beliefs underpinning this Framework Understand the definition of intervention that underpins the Framework Understand how an intervention works (RtI: adaptation, modification, differentiation, intervention, scaffolding) Begin to identify how this Framework will support your school’s strategic plan Slide 2 Introduce to participants the purpose and objectives of this module. It is recommended that you have a print copy of the CECV Intervention Framework on hand as a context for explaining how this and other modules will enable participants to be thoroughly familiar with and confident in using the Framework.

Overview of Modules Module 2 IDENTIFICATION As a result of participating in this module, you will be able to: Define the existing structures/policies in your schools for identifying students with additional learning needs Identify the existing processes in your schools for identifying students with additional learning needs Slides 3-12 Explain to participants that there are 6 modules overall, though Module 5, Teaching and Learning, has five separate components. Before focusing on the philosophy and principles of the Intervention Framework, explain that you are going to briefly outline the structure and focus of the remaining modules. Then work through slides 3-12, paying brief attention to the content and objectives of each unit.

Overview of Modules Module 3 ASSESSMENT As a result of participating in this module, you will: Audit current assessment practices in your schools Identify why we assess Review the range of assessments available Strategically select appropriate assessments Develop skills in determining what constitutes evidence Slide 4

Overview of Modules Module 4 ANALYSIS As a result of participating in this module, you will: Analyse assessment data, i.e. interpret data and use the language of the assessment Identify patterns of learning within assessment data Experience shared professional conversations … the value of a team Make instructional decisions based on data Use a process or protocol for guiding professional dialogue/analysis Slide 5

Module 5A: Learning and Teaching EFFECTIVE INTERVENTIONS Overview of Modules Module 5A: Learning and Teaching EFFECTIVE INTERVENTIONS As a result of participating in this module, you will: Understand the components of effective intervention Understand how to plan an educational pathway for students (using a three-tiered model of support) Have increased capacity and confidence to design educational pathways to address clearly articulated (SMART) goals Slide 6

Module 5B: Learning and Teaching PLANNING THE INTERVENTIONS Overview of Modules Module 5B: Learning and Teaching PLANNING THE INTERVENTIONS As a result of participating in this module, you will: Understand the components of effective intervention Understand how to plan an educational pathway for students (using a three- tiered model of support) Have increased capacity and confidence to design educational pathways to address clearly articulated (SMART) goals Slide 7

Module 5C: Learning and Teaching PROGRAM SUPPORT GROUPS Overview of Modules Module 5C: Learning and Teaching PROGRAM SUPPORT GROUPS As a result of participating in this module, you will: Increase your understanding of the role and purpose of a Program Support Group (PSG) Review the link between the PSG process and the development of a Personalised Learning Plan (PLP) Briefly explore links between the Disability Discrimination Act, PSGs and PLPs Slide 8

Module 5D: Learning and Teaching PERSONALISED LEARNING PLANS Overview of Modules Module 5D: Learning and Teaching PERSONALISED LEARNING PLANS As a result of participating in this module, you will: Increase your understanding of the role and purpose of a Personalised Learning Plan (PLP) Review components of the Intervention Framework to assist in planning the PLP (i.e. use of data, the three- tiered model of support, SMART goals, scaffolding) Slide 9

Module 5E: Learning and Teaching ROLE OF LEARNING SUPPORT OFFICERS Overview of Modules Module 5E: Learning and Teaching ROLE OF LEARNING SUPPORT OFFICERS As a result of participating in this module, you will: Clarify the role and expectations of Learning Support Officers (LSOs) Be familiar with the CECV resource, Effective Practices for Learning Support Offices (2012) Slide 10

Overview of Modules Module 6 EVALUATION As a result of participating in this module, you will: Evaluate the effectiveness of the Intervention Framework in guiding your school through the process of: Identifying students with additional learning needs; Assessing students with additional learning needs; Analysing & interpreting the data collected; Designing & carrying out the teaching; and Evaluating & monitoring the student’s progress and the effectiveness of the teaching. Slide 11

Case Study Each school will identify 1 - 2 students who have additional learning needs in both literacy or numeracy. Slide 12 Introduce participants to the notion that throughout the modules each school will carry out 1-2 case studies. The students chosen must be supported by an LSO. The Intervention Framework process will guide the case study investigations.

Activity Spend some time reflecting on your own approaches to, or philosophy of, teaching by working through the ‘Essential Components’ rubric. Slide 13 Provide each participant with a copy of the Rubric (either paper-based or electronic). Ask participants to spend some time reflecting on their own approach to or philosophy of teaching, in particular the beliefs that guide their daily work. Assist participants to complete the rubric. Allow about 30 minutes.

Core Principles 1. All students can succeed 2. Effective schools enable a culture of learning 3. Effective teachers are critical to student learning success 4. Teaching and learning are inclusive 5. Inclusive schools actively engage and work in partnership with the wider community 6. Fairness is not sameness 7. Effective teaching practices are evidence-based Slide 14 Introduce participants to the 7 Principles, or ‘beliefs’ about learning and teaching (and schools) that have influenced the design of the CECV Intervention Framework.

Activity Discuss with a partner or small group: Which of these principles is currently the most relevant to your work priorities? In what ways does your school or classroom currently operate within these beliefs? Which of the elements of the beliefs seem to be the most difficult to achieve? Why might that be the case? Many factors go into creating an effective learning environment for students. What role does an educator’s mindset play in creating this environment? Slide 15 Ask participants to pair up or form small groups to discuss/reflect on the questions. Include some plenary time for general sharing.

Response to Intervention Slide 16 Introduce the guiding principles of RtI and the notion of 3 tiers representing: Universal – 80% Tier 2 – 15% Tier 3 – 5% Review the key components of the RtI using this diagram and emphasise that the CECV Intervention Framework is informed by this model. Emphasise that Response to Intervention is a consultative approach to improving the academic achievement and performance of children.

What is RtI? RtI is the practice of providing high-quality instruction/intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions. National Association of State Directors of Special Education Policy Guide Slide 17 Introduce participants to the official definition of Rt1. Cover the following points: Understanding students as learners begins in the general education classroom. Classroom teachers are in the best position to observe, analyse and respond to the learning needs of students. The reauthorisation of the Individuals with Disabilities Education Act of 2004 (IDEA 2004) brings this point to the forefront by focusing attention on Response to Intervention.

RtI Core Principles We can effectively teach all children Intervene early Use a multi-tier model of service delivery Use a problem-solving methodology Monitor student progress to inform instruction Use research-based, scientifically validated interventions/instruction Use data to make decisions Use assessments for (1) screening; (2) diagnostics; (3) progress monitoring Slide 18 Briefly present the RtI Core Principles. Invite questions/responses/issues for clarification.

Tier One: Core Instructional Interventions Research-based core instructional programs provided by the general education teacher Proactive group interventions are implemented for all students Decisions should be responsive to student performance and need (progress monitoring) Slide 19 Cover the following points: Research-based core instructional programs are provided by the general education teacher Proactive interventions are for all students. Decisions should be responsive to student performance and need (progress monitoring) and the core curriculum should be effective for 80-85% of all students in a school. Proactive group interventions are implemented for all students through high-quality instruction and curricular decisions (in the general education classroom). Foundational curricular, instructional, and school structured decisions should be responsive to student performance and need.

Tier Two: Targeted Group Interventions For those students for whom Tier One instruction is insufficient Supplement, enhance and support Tier One instruction Generally provided in a small group setting over 8-12 weeks Slide20 Cover the following points: Tier two intervention is for those students for whom Tier One instruction is insufficient and who are falling behind on benchmark skills. Tier Two includes programs, strategies, and procedures to supplement, enhance, and support Tier One instruction. The student receives instruction in addition to the regular curriculum presented during class time. Intensive services and interventions are generally (but not always) provided in a small group setting (in the general education classroom) over an 8-12 week period. At the end of the 8-12 weeks, the options to be considered include returning to the general education classroom, receiving another round of Tier Two intervention if the student is achieving progress but still remains behind; or more intensive intervention in Tier Three.

Tier Three: Intensive, Individual Interventions Intensive, strategic, supplemental and often longer in duration Might be synonymous with special education Interventions based on outcomes Slide 21 Cover the following points: Students may progress to Tier Three after two unsuccessful Tier Two interventions, or when they receive only one round of Tier Two intervention but progress is severely limited. Interventions at this level are typically delivered in a ratio of one teacher to no more than three students. Tier Three differs from Tier Two in that it is more intensive instructional support, tailored to the individual student and may continue for longer periods, depending on student need. EXPLAIN that Interventions are based on outcomes of assessment. As a general guideline, a student is ready to exit the intervention when he/she has reached benchmark on the targeted skills. Students who meet targets of Tier Three and are exited to Tier One, but who fail to thrive without that support, also may re-enter Tier Two, or if needed, Tier Three until they are able to maintain progress in Tier One.

RtI & Problem-Solving Process Identifying what the student knows, what he/she should know and areas to target for instruction Developing an intervention plan Implementing the plan Monitoring student progress Evaluating, reviewing, and revising the plan Slide 22 Work through the key concepts and processes displayed.

Activity Align the framework with current school practice… Using large blank triangles (with divisions), map what is currently the interventions occurring in your school. Slide 23 Have ready some worksheets of large blank triangles (with divisions) as a handout. Ask participants to map what is currently the interventions occurring in their school with individual or small groups of students. Ask some ‘volunteer’ participants to explain/share their ‘maps’.

Between Modules’ Activity Read one or more of the articles listed in the handout. Identify how an intervention approach would assist you in achieving the goals and challenges you identified at the beginning of this module. Slide 24 Invite participants to complete this task after the session, emphasising that it is an optional but recommended task that will assist in reinforcing the insights/understandings covered in the session.

References Australian Curriculum Assessment and Reporting Authority (2010), Australian Curriculum, Sydney. http://www.australiancurriculum.edu.au/Curriculum/Overview CEOM Policy 2.26, (2009), Pastoral Care of Students in Catholic Schools, Catholic Education Office, Melbourne. Commonwealth of Australia, (2005), The Disability Standards for Education, ACT. Education Services Australia Limited, (2011), Melbourne/Sydney. www.curriculum.edu.au Hattie J, (2009), Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement, Routledge. Mellard, D. F., Byrd, S. E., Johnson, E., Tollefson, J. M., & Boesche, L., (2003). Foundations and research on identifying model responsiveness - to intervention sites. Learning Disability Quarterly, 27, 243–256. Ministry of Education, (2010), Ministry of Education - Position Paper: Assessment Ko te Wharangi Takotoranga Arunga, a te Tāhuhu o te Matauranga, te matekitenga, Wellington. http://www.minedu.govt.nz/~/media/MinEdu/Files/TheMinistry/AssessmentPositionPaperSep2010.pdf Slides 25-26 Use slides 24-25 as a recommended reading guide for participants, but add, amend or update the list according to articles you believe represent worthwhile learning.

National Centre on Response to Intervention, American Institutes for Research. USA. www.rti4success.org Ontario Ministry of Education, (2005), Education for All: Report of the expert panel on literacy and numeracy instruction for students with special education needs, Kinder to Grade 6, Ontario. www.edu.gov.on.ca/eng/document/reports/speced/panel/speced.pdf OSEP Centre on Positive Behavioral Interventions and Supports: Effective Schoolwide Intervention, University of Oregon www.pbis.org Slide 26 Conclude the session by: encouraging participants to undertake some professional reading providing strong encouragement to complete all modules and alerting participants to the focus of the next module – Module 2, Identification.