CECV Intervention Framework Module 5A Learning & Teaching EFFECTIVE INTERVENTIONS

1. CECV Intervention Framework Module 5A Learning & Teaching EFFECTIVE INTERVENTIONS

2. Purpose of this Module 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-tired model of support) • Have increased capacity and confidence to design educational pathways to address clearly articulated (SMART) goals

3. Foundations of the Framework

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

5. Premising Statement Effective teacher practices will produce improved student outcomes when delivered within the context of effective systems of support 5

6. Activity Discussion Intervention in your school What is it? How does it work? Who receives intervention? Why? Which staff are involved?

7. Three Tiered Model of Support

8. First Tier – Prevention High Quality Classroom Teaching • First tier teaching focuses on the core curriculum, with teaching aimed at supporting as many students as possible to achieve grade level norms or above. • High quality teaching aims to personalise learning for all students to maximise success and minimise the numbers of students who experience learning difficulties. • High quality teaching methods are utilised. 8

9. Explicit and targeted instruction are accompanied by guided and independent practice. • Additional teaching (personalised learning) is offered to students that require both enhancement and extra scaffolding. • Learning Support Officers work in partnership with the classroom teacher, alongside the student, to support learning. • Students’ progress is closely monitored to identify those who may require additional support (Tier 2) . 9

10. Second Tier – Strategic Instruction Despite excellent ‘first tier’ teaching, some students will require some level of intervention or focused/targeted teaching in particular areas of the curriculum • Second Tier teaching continues to employ high quality teaching methods, with more emphasis being given to practice and mastery. • Supplementary instruction is provided, including small group or individual focused teaching within and/or outside the classroom. 10

11. Regular diagnostic assessment is used to determine students’ patterns of strength and weakness in order to focus instruction on specific needs. • Learning Support Officers work in partnership with the classroom teacher to implement aspects of learning plans, as identified by the teacher. • Links are made from focused learning back to the classroom program/core curriculum. 11

12. Third Tier – Comprehensive & Intensive Intervention • A small number of students will continue to require significant levels of support, even after high quality first tier teaching and early or second tier intervention. • These students will require regular ongoing and systematic intervention and support detailed in a personalised learning plan. • Developmentally based interventions with explicit instruction will be provided for students who continue to experience difficulty with their learning. 12

13. Effective Intervention • Emphasis on self-regulation, metacognition and self-efficacy, to increase independence as a learner • Instruction is explicit and includes modelling, coaching, scaffolding & fading, together with expert guidance • Learning is bridged from existing knowledge and skills to new knowledge and skills to assist generalisation • Opportunity for extended practice that takes place within different contexts 13

14. Effective Intervention Student progress is regularly monitored and formative feedback is provided Classroom tasks are modified/scaffolded/differentiated where appropriate to allow for successful completion Reinforcement moves from extrinsic to intrinsic Classroom teachers receive relevant professional learning Schools use available resources creatively 14

15. When Intervention is Required Reflect on assessment data, record keeping, work samples and systematic observation of a student to determine: • What does the student need to learn? • What teaching options are available to facilitate this learning? • How will the selected teaching options be implemented? When? How often? Where? • Who will implement the teaching activities? • How will the student’s progress be monitored and reported? • How will learning be generalised to classroom learning? 15

16. Considerations • What does the student need to learn? • What teaching options are available to facilitate this learning? Many teaching intervention programs have some effect on student outcomes. The critical question is not ‘What works?’ but ‘What works best for which students?’ 16

17. Effective Intervention • Based on clearly articulated goals determined by assessment and interpretation of student data • Linked to skills/knowledge required to access core curriculum program as much as possible • Delivered using clear, explicit instruction, differentiated processes and products, specific feedback • Sequential and structured – delivered in small achievable sections • Initially heavily scaffolded, with scaffolding fading 17

18. Considerations 3. How will the selected teaching options be implemented? When? How often? Where? • These implementation options may be considered each time a teacher makes an adjustment to the teaching program to enhance a student’s learning • Instruction needs to be based on SMART goals linking student’s personalised needs to core curriculum where possible. 18

19. SMART Goals Specific Measurable Achievable Relevant Time specific 19

20. Activity • Using the Intervention Program Planning Sheet, enter the data and learning goals/intentions for your student (case study), using Smart Goals as a key reference point. • Share/discuss your Program Plan with a participant.

21. 4. Who will implement the teaching activities? the classroom teacher a support teacher specialist teacher peers learning support officer Computer-based instruction used in some instances Within classroom or short-term withdrawal both used Student performance is heavily reliant on skilled, high performance teaching. Effective Intervention 21

22. Teacher Performance Student performance 90th percentile • 100th percentile • Student with high-performing teacher* Two students withsame performance • 50th percentile Student with low-performing teacher** 37th percentile • 0th percentile Age 11 • Age 8 * Among the top 20% of teachers ** Among the bottom 20% of teachers Source: Sanders & Rivers Cumulative and Residual Effects on Future Student Academic Achievement 22 22

23. Effective Intervention • How will the student’s progress be monitored and reported? • Intervention should be implemented 3-5 times per week to enable sufficient repetition and practice to occur. • Regular monitoring of attendance will facilitate effective evaluation of the intervention. 23

24. Effective Intervention • How will student progress be monitored? • How often will student progress be evaluated? • By whom? Against what? • What happens if the student is not making satisfactory progress? Regular evaluation/recording of progress against SMART goals, along with resetting of goals if necessary, will facilitate ongoing effectiveness of intervention. 24

25. Effective Intervention Monitoring and systematically recording • Goals of Intervention • Dates of intervention • Content of session • Session duration • Number of sessions per week • Total number of sessions • Pre-intervention data • Post-intervention data * See Intervention Program Proforma 25

26. Effective Intervention 6. How will learning be generalised to classroom learning? • Provision of inclusive, flexible, supportive grouping in the classroom • Teaching using modelling/ guided practice/ independent practice • Close observation and redirection using cues or prompts taught in intervention when necessary • Reinforcement of academic risk taking • Explicit feedback • Link to home support 26

27. The only way to improve outcomes is to improve instruction. 2007 McKinsey Report Effective practices will produce improved student outcomes within effective systems of support. 27