1. Are you sure they are going to buy this? It seems too appropriate and too good to be true!

2.  Putting in the procedures and infrastructure so that the world will buy this as the most appropriate and legitimate approach for working with students with complex ID Introducing Intensive Interaction to Southport Special School

3.  August 2010:  Introducing Intensive Interaction to students and staff in my class  Informal discussions with colleagues  Discussions with Administration Toes in the water

4. 2011:  Current Head of Curriculum supportive of change  Janee Williamson one day course for selected staff  Small amount of time given on Student Free Days for PD about appropriate approaches for students with complex IDs  Working with and advising staff around me Up to our knees

5. 2012:  New Head of Curriculum with a knowledge of and interest in Intensive Interaction  Small group training in II for teachers and TAs from throughout the school  8 Day Course  Introduction of formal Moderation and Mentoring program Up to our waist and splashing about

6. 2013:  New role: Music and Intensive Interaction Support  Small group training, Moderation and Mentoring  Establishing a class whose focus was II in the main body of the school  Visit Mt Ommaney  Online interschool Moderation The year we got our hair wet

7.  Intensive Interaction Protocols for the school  Guidelines on the use of Touch  Pedagogical Framework: making sure that Intensive Interaction was on the agenda  Starting the process of longitudinal record keeping of both student and staff involvement in Intensive Interaction

8.  2014:  New Deputy Principal: II becomes a priority on the timetable  Classes especially created with an Intensive Interaction focus  Music 2/3, Intensive Interaction Support 1/3  Increased time made available for Moderation and Mentoring Doing the breaststroke

9.   Greater opportunities for staff PD in school and from E.Q.  Parental Involvement  Independent Public School: supporting our commitment to Intensive Interaction  Embedding II in the Pedagogical Framework Doing the breaststroke

11. The Future:  The analysis of longitudinal data  The transition of our students who need II into their post school life.  Expanding the II Team/ a discrete team within the school  Identifying more students for whom II would be beneficial Surfing the waves?