Intervention Program
ENGLISH | NUMERACY | YEAR 2
Situation
During Term 1 within a Year 2 classroom of 25 students, I completed diagnostic assessments to analyse retained Year 1 knowledge; extrapolated from the School Curriculum Standards Authority [SCSA] [2.3] [5.1] [7.2]. It became evident I had students who required extra support in Pre Primary and Year 1 knowledge for English and/or Maths [1.1]. At this time I was provided an Education Assistant [EA] for an hour a day. When the EA entered the classroom each day I gave them verbal instructions of what to do for the following hour. This was effective in supporting student participation, managing activities and behaviour [4.1, 4.2, 4.3]; and provided aid to students who required extra support [1.5]. Through self reflection and discussions with the EA, I decided I needed a better system to assist both EA and students to utilise the EA hour more efficiently, ensuring each student requiring extra support received it; to ascertain that all students had the required knowledge to learn Year 2 curriculum [1.5] [6.3]. To guarantee full usage of each hour I had with an EA I developed an Education Assistant File for Term 2; inclusive of timetabling, tailored learning programs and resources, provided in one lever arch file which was organised by student and/or learning activity [2.2] [3.4] [4.2] [5.4]. This undertaking became my personal learning goal for my performance and development plan for that year [6.3] [7.1, 7.2].
Upon my earlier self reflection and the AITSL Self-Assessment Tool I established the standards I needed to develop further. Standard 3 became my goal with an emphasis on the whole school focus of differentiation [1.5]. After meeting with my line manager to discuss my plan and attain feedback for adjustments I collated my EA file ready to begin in Term 2 [6.3] [7.1, 7.2, 7.4].
Diagnostic data - colour coded. Red/yellow are at risk students. [2.3] [5.1, 5.3, 5.4]
Above: Maths | Below: English
Performance and Development- AITSL Self assessment Tool [7.1, 7.2, 7.4]
Performance and Development- Goals, planning, development, support [7.1, 7.2, 7.4]
Action
During Term 1 through formal diagnostic, formative and summative assessment; and informal anecdotal classroom observations [5.1], I established explicit, achievable learning goals for five students who required extra support in English and/or Maths [1.5] [3.1] [5.4]. These learning goals were communicated to both administration and parents through an Independent Education Plan [IEP] [5.5] [7.1, 7.2, 7.3]. I then used the IEP's to determine the course of the programs for the individual student or in some cases, partner or group learning if learning goals were the same across students [1.5] [3.2]. By providing opportunities to learn individually and/or in small groups I was able to facilitate different teaching and learning strategies such as games and partner reading [1.2] [2.1] [3.4]; as well as also implement inclusive and positive interactions between students [4.2]. To coincide with the timetable, I provided checklists and space for anecdotal notes where the EA was able to provide anecdotal notes about students' progress [5.1, 5.3]. I utilised this information to ensure students' learning was on the correct trajectory to ensure achievement of their goals [5.1, 5.3]. When the EAs were absent for a session, any relief EA was able to pick up the file and with a 5 minute explanation, they were able to continue on with the intervention. Therefore students' learning was not encumbered by discontinuity [3.4].
To ensure parents were abreast of their child's learning journey, I established meetings to discuss students' IEPs; their goals, strategies and a timeframe to achieve these goals [7.3]. Where requested by parents, extra strategies and support was provided to students for at home revision. This was via online programs where I set up student accounts [2.3] [4.1, 4.5] tailored to the students' academic requirements [2.2], which allowed me to assess student progress through the programs and adjust their independent program accordingly [5.1, 5.3, 5.4].
As well as providing extra support to students on an IEP, I was also able to establish intervention programs for students who although meet the SCSA standards [2.3] [7.2], were at the lower end of the standard. These students were selected for intervention work through data analysis and classroom observations [5.1, 5.4].
Outcome
As can be seen in the outcomes achieved from my performance and development plan, I successfully completed both goals I set for myself. The impact of the intervention program for students on IEPs meant students attained the majority of their goals, as well as 'at risk' students maintained a satisfactory level.
student reviewed IEP
RESULTS
5 students on IEP’s targeted for intervention. All students completed a personalised review against their IEP’s [1.5] [3.2] [5.1,5.3].
- S1 reached 2/3 numeracy goals, 3/3 literacy goals.
- S2 reached 1 of 2 literacy goals. The one goal missed had an expectation of 100% reading accuracy, student reached 98% accuracy with 45/46 words read correctly. The second goal was a phase up and student read with 100% accuracy. Student is now at level in reading and no longer requires an IEP.
- S3 reached 3/3 literacy goals.
- S4 reached 2/3 literacy and numeracy goals, with the margin of error in underachieved goal in literacy the same as S2.
- S5 reached 1/3 numeracy goals, 2/2 literacy goals.
5 students flagged as on the cusp of standard from term 1 diagnostic assessment.
- All 5 students remained at level in their respective area, receiving at standard grades for semester 1.
After the IEP review testing, students were given feedback on their progress against their IEP's. Ensuring they received positive feedback for the goals they had achieved and the areas we would continue working on in the following semester [5.1,5.2]. The data from their review testing coinciding with the anecdotal notes attained during intervention work was then collated into the IEP review [5.1,5.3, 5.4].
A follow up meeting with parents was given to inform parents of their student's progress against their IEP as well as establishing where to next for their child in the following semester [3.7] [7.3]. The data collated from student IEPs was also used for reporting at the end of semester [2.2] [3.6] [5.5].
I participated in a review meeting for my performance and development with my line manager and received feedback for the implementation of my intervention EA program, 'Action learning targeted the effective use of EA time.' 'Evidence provided to demonstrate the impact of the process.' [7.1, 7.2]. One area which attained significant approval was the efficient and maximal use of EA support, receiving both praise from EA's and my line manager. 'Feedback has been positive from EAs-in a group meeting, a recommendation was made that the model set up in Room 10 should be consistent across the other classrooms.' [3.6] [6.3]
Upon self reflection of the process and the successful implementation of an EA intervention file, I concluded this process needed to continue for the following semester. After further discussions with my EAs about their reflections and feedback, adjustments to the delivery of the resources and checklists were made to better efficiency [2.3] [3.4] [6.3].
sample student BSP
The following year I had a new class of year 2 students with an EA three days a week for a student with Level 2 ASD. After initial assessments throughout term 1 I established an EA file once again for the new classroom. Not only considering the academic needs of my students, but also the social and emotional needs of my student with ASD as well another 3 students I had placed on a Behavioural Support Plan [1.1, 1.5 1.6]. These students were placed on BSP's after meetings with parents where discussions took place for the strategies that would be implemented in the classroom [1.2, 1.5 1.6] [3.6] [6.3]. Specifically, the use of an EA for intervention utilising the 'Zones of Regulation' as well as other strategies to help support student engagement [4.1, 4.2, 4.3].
At the end of first semester, I held a meeting with the parent of my student with ASD and the parent has advised that her child has experience less outbursts at home during the semester, enjoys coming to school and enjoys talking about school at home [1.1, 1.6].