1. An Introduction to high-impact Learning Interventions
Our collective responsibility to support all students

2. Learning Interventions
Key Points
A developmental approach which focuses on students’ (NOT a deficit model)
Readiness to learn (ZPD)
Differentiation (individual differences in the capacity to respond to scaffolding strategies in their learning).
Student achievement data, is linked to teacher strategies, materials and resources
Developmental approach to teaching interventions in reading comprehension and numeracy.
The collaborative use of student assessment data to inform learning intervention strategies.
Learning Interventions based on the research of Lev Vygotsky, Patrick Griffin and others.

3. What are Learning Interventions @ DHS?
Intervention is applied to ALL students, and we as educators work to ensure that EVERY student has access to appropriate level of learning experiences.
Intervention supports STUDENTS who are struggling and are identified in a proactive and timely manner.
Intervention supports TEACHERS with professional development and teaching resources
The process of intervention involves:
1. screening for at-risk students (Use of data and evidence)
2. problem solving to determine the appropriate course of action.
3. monitoring the responsiveness of students to instruction and intervention (Use of data and evidence)
Intervention is equally effective for students who are considered gifted or above the level, but whose learning needs may not be met during core instruction time and need extension.

4. Levels of intervention
Not all intervention is the same, time and intensity can vary depending on need.
As such, Intervention can be divided into 3 categories;
Primary Intervention: Core instruction, teaching strategies and classroom management. Intervention here can be equated to differentiation.
Secondary Intervention: Frequent progress monitoring, adjustments to learning tasks in response to appropriate data. Intervention here can be equated to modification.
Tertiary Intervention: Intensive intervention, small group. Intervention here can be equated to additional programs such as Decoding
Primary Intervention: Engaging, differentiated instruction for all students
Characterised by:
Multiple opportunities to respond to instruction
Immediate and corrective feedback
Scaffolded practice of new skills
Cumulative review of previously taught skills
Daily small-group supports to more homogenous groups of students based on need as identified by the common assessment
Secondary Intervention: More time and differentiated supports for all students who have not mastered the essentials, as measured by common assessments
Provided in a way that doesn’t remove students from core instruction
Students grouped more homogeneously during these ‘flex’ times
Students who have not yet mastered essentials receive support in smaller groups, from the teacher who has had the most success
Other staff may join the grade-level teachers to reduce teacher-student ratio
To make optimum use of additional staff, schools may choose to stagger times during which each grade receives this level of intervention
The purpose of this level of intervention is for students to master prioritized grade-level or course content
Tertiary Intervention: For students who have not responded to other levels of supports
For students who have been screened to be multiple grade levels behind their peers in foundation skills
Intensive supports provided in addition to other levels of supports
Supports are as targeted as possible eg. On Phonemic awareness, single syllable phonics, or multi-syllabic phonics

5. The 3 Levels of Learning Interventions

6. Learning Intervention Framework
Rationale and Principles
Program Descriptions
Program Map
Learning Intervention Framework
The Learning Interventions Framework has been a key part of the work of the Learning Intervention Team this semester.
The Framework is a work in progress and will continue to develop over time. It will be available to staff shortly for closer examination on the Learning Intervention Weebly, attached to Compass.
The Framework has been developed as both a systemic approach and tailored approach for Dandenong High School. The aim is to guide and support the work of our staff and ensure the optimum learning growth of our students.
The Framework document consists of three parts – Rational and Principles, Intervention Program Map, and (a series of) Program Descriptions.
Part 1: Rationale and Principles (left hand page shot)
In brief, principles that underpin the Learning Interventions Framework include:
Every student can learn
Early intervention is critical to student success
Differentiation of instruction and learning time will allow students to learn at a high level
Interventions and instructional strategies should be evidence-based and research driven
Data and evidence is key to: determining if intervention is required; adjusting instruction and intervention; monitoring effectiveness of interventions; and determining learning progression
Using a range of formative and summative assessments is critical to determine learning readiness, diagnose, monitor and evaluate both the instruction and intervention.

7. Program Map Whole school responsibility Teacher responsibility
LIT responsibility
Level 1 - Primary
Level 2 - Secondary
Part 2: Intervention Program Map
In this part, the Learning Interventions Framework identifies intervention which is:
•       Whole school responsibility – one year’s growth in one year
•       Teacher responsibility – differentiation and personalization in the classroom
•       Learning Intervention Team responsibility – targeted intervention below and above the standard
The Framework includes a detailed outline of each of the current interventions available at the school.
These interventions are organized into three levels:
•       Level 1 – Primary Interventions (Green) – Reading Coaches, Professional Learning Data Workshops, Professional Learning  EAL Strategies
•       Level 2 – Secondary Interventions (Yellow) – Yr 7+8 Reading and Information Literacy Program,  Transition EAL, AELP
•       Level 3 – Tertiary Interventions (Red) – Learning Support Program, Speech Pathology, Decoding Program, Year 10 Connect Program, Numeracy Support, English Support
Level 3 - Tertiary

8. Program Descriptions Program Outline Resources
Part 3: Program Descriptions
This part of the Framework gives an overview of each existing program in the school.
Note – The example given here is the House Based Data Literacy workshops.
The overview of each program includes these features:
An outline of the nature of the intervention program
The aspect/s of student learning that the intervention is designed to target or support
Human resources – who is involved in planning, delivery and implementation
Physical resources - what time is given to the intervention (in-class, individual/small group withdrawal, planning, meetings, consultation)
All existing and newly developed Learning Interventions in the school will be evaluated to ensure they are high-impact and responsive to student needs.
Student learning data will be used in the evaluation process, and Learning Interventions will be further refined to ensure they are effectively addressing student needs.
Resources

9. So far Review of current practice
Development of Learning Interventions Framework
Attending PL
The framework as outlined by Elena and Marion, provides us with the first step in being able to implement an effective Learning Interventions strategy across the school. It is important to acknowledge that a lot of high quality work is already done through a range of programs and interventions by many staff across the school. By establishing a framework, it creates an opportunity for us to harness the successes of current practices as well as to identify the current gaps in both knowledge and practice. Essentially, the purpose is to create a systematic and consistent approach to addressing Learning Interventions in the school.
A review of of our current practice:
What programs are being run and what is the sustainability of these programs?
How effectively do we differentiate within the classroom?
Developing the Learning Interventions Framework
Exploring definitions and models of intervention
Attending Professional Learning
Members of the LIT have been attended professional learning run by the region around Response to Intervention

10. Next phase
Observing models of best practice both here and in other schools
Exploring structures to support teachers
Providing PL to staff
High quality differentiation of instruction for Tier 1
Strategies for Tier 2 and Tier 3 students
Developing programs to meet needs
Developing a clear and consistent referral process
Will not always mean a student comes out of class
Assistance to support the student’s learning within the classroom
Evidence based
The next phase of our work will include:
Observing models of best practice, both at this school and in other schools
Exploring the structures we can put in place to support teachers
Providing professional learning to staff
High quality differentiation of learning sequences through our work in Design for Learning
Strategies that can be used with Secondary and Tertiary Intervention Level students
Developing additional programs
The Learning Intervention Framework will help to identify areas of need within our current practice
We will need to develop programs to meet these needs
Developing a clear and consistent referral process
Referral of students may be to an out of class program e.g. specialists such as speech pathology
Referral may be for teacher support e.g. assistance in designing an ILP for students to support their learning in class
Referral does not always mean a student will come out of the class, where possible our aim is to support the learning within the classroom and to support the work of the classroom teachers.
For example:
Assistance in designing an ILP for students to support their learning in class
Assistance in the identification of best practice strategies
All referrals will be evidence based on student learning data
Referrals will be systematic and consistent

11. THE LEARNING INTERVENTIONS TEAM IS AN IMPORTANT SCHOOL RESOURCE
As the final speaker of the team I would like to reassure you that there is somewhere where you can turn to for support.
This slide from our website shows the membership of the Learning Interventions Team. The Team is an important resource that can help you.
As we work collectively towards differentiating the curriculum and meeting all of the complex individual learning needs of our students many questions and gaps are bound to arise. Please don’t hesitate to approach us.
The Learning Interventions Team is a core group of staff who can give you immediate support with some of the questions you might have relating to differentiation, modifications or the referral process or answer questions about any extra level of interventions that might be required. I know that all of the members on this panel are equally keen to support you with any questions you might have and we will bring your concerns to the team and address them together.

12. WEBSITE LINKED TO COMPASS Compass - School Favourites (star)
DHS Learning Interventions Resources
As well as the human resources, you might keep in mind that we have an excellent website and I would like to acknowledge the work of Zoe who has constructed a magnificent website for us all.
The Learning Interventions Website contains useful resources to support the teaching and learning experience for all our students and it is a website that you are sure to find useful and valuable in the future. You can find this website on Compass, click on the Star (School Favourites) and scroll to the DHS Learning Interventions resources.
There is already some information there to support teachers but we hope to add more information as we continue to respond to the needs of the school. For example, if you missed or forgot some of the finer points from the Staff Learning Workshops from earlier this year then this is a great resource to turn to. Finally, on behalf of the team I would like to thank you for your attention this morning and look forward to working with you to ensure all students, regardless of their ability, continue to learn and demonstrate growth.