CECV Intervention Framework

Module 2Identification

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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’.

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Foundations of the Framework

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Core Principles

1. All students can succeed2. Effective schools enable a culture of learning3. Effective teachers are critical to student learning

success4. Teaching and learning are inclusive5. Inclusive schools actively engage and work in

partnership with the wider community6. Fairness is not sameness7. Effective teaching practices are evidence-based

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• Identification• Assessment• Analysis & Interpretation• Learning & Teaching• Evaluation

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Steps in the Intervention Process

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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?

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ConsiderationsWhen 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?

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Discuss• Following whole class assessment and information

gathering, have you identified ‘at risk’ students?

• If so, what happened next?

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Activity: Identification Approaches

• 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?

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Activity: Guiding Questions

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?

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