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CECV Intervention Framework Module 1 Introduction & Philosophy

CECV Intervention Framework Module 1 Introduction & Philosophy. 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)

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CECV Intervention Framework Module 1 Introduction & Philosophy

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  1. CECV Intervention Framework Module 1 Introduction & Philosophy

  2. 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

  3. 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

  4. 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 Overview of Modules

  5. 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 Overview of Modules

  6. 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

  7. 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

  8. 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

  9. 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) Overview of Modules

  10. 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)

  11. 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. Overview of Modules

  12. Case Study Each school will identify 1 - 2 students who have additional learning needs in both literacy or numeracy.

  13. Spend some timereflecting on your own approaches to, or philosophy of, teaching by working through the ‘Essential Components’ rubric. Activity

  14. 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 Core Principles

  15. 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? Activity

  16. Response to Intervention

  17. 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

  18. 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

  19. 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)

  20. 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

  21. Tier Three: Intensive, Individual Interventions • Intensive, strategic, supplemental and often longer in duration • Might be synonymous with special education • Interventions based on outcomes

  22. 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

  23. Align the framework with current school practice… Using large blank triangles (with divisions), map what is currently the interventions occurring in your school. Activity

  24. 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. Between Modules’ Activity

  25. 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 KoteWharangiTakotorangaArunga, a teTāhuhu o teMatauranga, tematekitenga, Wellington. http://www.minedu.govt.nz/~/media/MinEdu/Files/TheMinistry/AssessmentPositionPaperSep2010.pdf References

  26. 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

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