CPD_ Effective Interventions for Children With SpecialEducationalNeeds-1.pptx

Special needs intervention

1. Effective Interventions A SEND CPD

2. Outline Why Interventions? Who needs Interventions? Effective intervention strategies Measuring Intervention Effectiveness

3. INTERVENTIONS Aimed at addressing gaps in students’ learning by focusing on specific areas of need. If properly executed, can go a long way in impacting a child’s learning process positively while also closing the attainment gap quickly. If poorly executed, can prove to be costly, affect student progress and likely broaden attainment gap. Effective interventions will have clear goals , use evidence-based strategies and effectively use assessment to track pupil progress and evaluate the effectiveness of interventions , in order to make adjustments along the way.

4. LEARNING POPULATION Group 2 (≤15%): Students performing (or are at risk of performing) SLIGHTLY BELOW grade level expectations. May show weak progression of skill(s). Group 1 (≅80%): Students performing AT or ABOVE grade level expectations. QFT mostly sufficient. Group 3 (≤ 5%): Students performing SIGNIFICANTLY BELOW grade level expectations. Includes SEN students. Most Classrooms consist of this 3 groups. Proportions will vary.

5. Who Needs Interventions? Learners not meeting the expected standard or are at risk of falling behind grade expectations. Learners with high potential but low attainment due to poor attendance, foundational gaps or lack of parental support/engagement. Learners with SEND or EAL needs Learners who have missed a lot of school due to late resumption, illness or family issues Group of learners with similar knowledge gaps. DISCUSS: Identifying Gaps through Quantitative and Qualitative Data

6. Considerations For Effective Interventions To deliver effective Interventions, it is important to consider the following: What are the pupils’ needs and how will they be assessed/ identified i.e. observations, diagnostic, formative (AfL) & summative assessments What are the pupils’ strengths ? Strategies or methods to be used at each stage of the intervention programme i.e the pace, group or individual intervention, modeling or roleplaying, etc. Location and Timing for Intervention i.e. distraction-free How to sustain engagement and motivation . How the success of the intervention will be measured i.e. success criteria .

7. Some Effective Intervention Strategies Some General Intervention Strategies include: Pre-teaching Re-teaching/ Reinforcement Peer-tutoring Gamification Study skills support REMEMBER: Quality First Teaching is the primary form of Intervention.

8. Some Effective Intervention Strategies CASE STUDY 1: Struggling Readers Major components of Reading Interventions: Phonological awareness i.e sounds and words Incorporating Multisensory learning e.g. see, sound, trace, write Reading words - Decoding real and nonsense words (ie words that follow phonic patterns), word recognition in isolation and sentence phrasing (context). Building and Writing words The Ultimate Goal is Reading Fluency and Comprehension. Watch: Inside a Dyslexia Intervention

9. CASE STUDY 2: Numeracy Difficulties Specific evidence-based approaches: T each Vocabulary & Language Constructions e.g altogether, more, fewer, two days after, proportional,etc. Use of Checklists for self-correction. CONCRETE-PICTORIAL- ABSTRACT (CPA) i .e teach from using Concrete materials and then gradually fade off to Pictorial and finally Abstract reasoning The Attack Strategy : provides an easy-to-remember series of steps students use to guide their approach to solving word problems. For example: →

10. Powell, S. R., & Fuchs, L. S. (2018). Effective Word-Problem Instruction: Using Schemas to Facilitate Mathematical Reasoning. TEACHING Exceptional Children, 51(1), 31-42. https://doi.org/10.1177/0040059918777250 1 2 3 4 5 6 7

11. CASE STUDY 3: Attention, Concentration & Memory Clear and simple instructions. Organization and time management skills support. Fun learning: Use of games to enhance engagement and concentration. Sufficient thinking time during instruction. Visual and tactile/physical prompts. Emphasize the essentials. [The 80/20 principle] Attention-building activities like: Spot the difference games, puzzles, copying pictures, counting backwards, recall games like ‘I went to the Supermarket…’ https://youtu.be/2SFB8BTfAG0?feature=shared

12. Measuring Intervention Effectiveness Evidence of Intervention Progress Notes Re-strategizing Use of Intervention Tracker

13. Questions??

14. Thank you! 📧: francesca.akibu@pampersgroupofschools . com