Overview

The Intervention Framework has a clear focus on the deliberate practice of teachers to enable all students the opportunities to be successful. It promotes academic and behaviour success for all learners through the systematic implementation of early identification, strategic support and scaffolded learning. It is premised on the belief that this can be best realised when teachers work collaboratively in a team-based approach.
There are seven modules in the series and each explores a key component of the Intervention Framework. The modules are:

1.Culture of inclusive practices
2. Underpinning methodologies
3. Identification
4. Targeted assessment
5. Data analysis
6. Learning and teaching
7. Evaluation.

Module 1 – Culture of inclusive practices

School teams have the opportunity to work together to ensure they have a thorough understanding of how school culture impacts the capacity of the school as a whole to develop and sustain change in practice.

Module 2 – Underpinning methodologies

School teams develop an understanding of the underpinning methodologies of ‘Universal Design for Learning’ and ‘Response to Intervention’ as critical in designing appropriate adjustments/interventions to promote growth and progress for all students.

Module 3 – Identification

Teachers collect quality assessment data from a range of sources and the school develops shared understandings of the processes established to identify students with diverse learning needs.

Module 4 – Targeted assessment

Teachers are asked to consider additional, individualised assessment and observational data when further student information is required.

Module 5 – Data analysis

Teachers analyse the broad range of assessment and observational data collected and develop a detailed student profile with targeted learning goals.

Module 6 – Learning and teaching

With appropriate data-driven decision-making processes, schools can design learning that is inclusive of all students.

Module 7 – Evaluation

Student progress as a response to an intervention is evaluated, as is the integrity, fidelity and implementation of the intervention or adjustments themselves.

Conclusion

The Intervention Framework is guided by the vision of Catholic schools as communities of professionals which embrace and celebrate diversity and difference, welcoming all members of the community as equal.
The framework supports educators to incorporate inclusive pedagogical choices into their practice, so that they foster an environment that embraces the education of all students, regardless of their cultural background, socioeconomic status, learning needs, exceptional ability or disability, and create educational communities that celebrate diversity and combat discrimination.