1. 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.

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
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.

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
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.

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. Case Study
Each school will identify 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.

13. 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.

14. 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.

15. 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.

16. 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.

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
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.

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
Slide 18
Briefly present the RtI Core Principles.
Invite questions/responses/issues for clarification.

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)
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.

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
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.

21. 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.

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
Slide 22
Work through the key concepts and processes displayed.

23. 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’.

24. 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.

25. References
Australian Curriculum Assessment and Reporting Authority (2010), Australian Curriculum, Sydney.
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.
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.
Slides 25-26
Use slides as a recommended reading guide for participants, but add, amend or update the list according to articles you believe represent worthwhile learning.

26. National Centre on Response to Intervention, American Institutes for Research. USA.
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.
OSEP Centre on Positive Behavioral Interventions and Supports: Effective Schoolwide Intervention, University of Oregon
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.