1. CECV Intervention Framework Module 2 Identification 1

2. Purpose of this Module To identify the existing structures / policies in your school for identifying ‘students with additional learning needs’. To identify the existing process in your school for identifying ‘students with additional learning needs’. 2

3. Foundations of the Framework 3

4. 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 4

5. Identification Assessment Analysis & Interpretation Learning & Teaching Evaluation 5 Steps in the Intervention Process

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7. Activity: Structures and Policies Discuss: What existing structures / policies do you have in your school for identifying ‘students with additional learning needs’? – Assessment policy? –L&T policy (inclusion statement?) What do these documents say about inclusion, ‘at risk’ students? 7

8. Considerations When identifying ‘at risk’ students, we need to be mindful of: The issue of ‘Discrete Point Testing’ Learning occurring as a continuum Factors that influence student learning change over time Developmental learning Existing assessment tools – are they blunt or precise? 8

9. Discuss Following whole class assessment and information gathering, have you identified ‘at risk’ students? If so, what happened next? 9 Activity: Identification Approaches

10. Why did you identify this student as being at-risk? When was the student first identified and what action was taken? Analysing the information you now have, do you believe your identification was accurate and that the student requires additional support? 10 Activity: Guiding Questions

11. Activity: School Processes Discuss: What existing processes do you have in your school for identifying ‘students with additional learning needs’? Are they working? Do all staff know these processes exists? How do you document / record the process for individual students? 11