Intensive Support. Support for FEW students Teachers provide quality intensive teaching using evidence to support a small number of students that require ongoing intensive support and negotiated accommodations to achieve individual goals. Students requiring support will be identified through the school data collection process and teacher observations. Intervention needs are discussed at an Internal Review Team Meeting held with the Special Education Teacher, Well- being Coordinator and the Assistant Principal. When it is identified the student requires interventions beyond Wave 1 and 2, referrals will be made firstly to DECD Support Services and secondly to offsite organisations such as AUTISM SA and the required ongoing intensive support will be determined. Intervention could involve SSO support (R – 3) or QUICKSMART Literacy (4-6). All students receiving intervention have an Individual Education Plan (IEP) and/or Negotiated Learning Plan (NEP), and this is completed on a common pro-forma across the school. IEPs and NEPs are developed collaboratively by all or a combination of the following people - teachers, special education teacher, wellbeing coordinator and assistant principal, as well as parents and students. The classroom teacher is expected to differentiate the classroom program to engage and support these students to achieve their individual learning goals.
Intensive Support. The goal of intensive support is to provide an opportunity for communication, discussion and collaboration around an area of significant concern. If the building administrator and/or instructional director identifies significant concerns in a bargaining unit member’s instructional techniques, curricular knowledge, or management abilities during the informal and/or formal observation procedures, then a series of proactive interventions, including face-to-face dialogue, to discuss such issues will be implemented. After dialogue, further intervention may include the formal observation procedure as described previously in Option III - Observations, The purpose of formal observation(s) as an intervention is to create a platform for further proactive dialogue. If, over a reasonable period of time, these intervention strategies fail to resolve the^ area(s) of concern, the administrator may place that bargaining unit member in the Remediation phase of the Professional Performance Process.
Intensive Support. It was widely reported that AA advisers2 needed additional skills and competences to those demonstrated by PAs in mainstream Connexion Services. These included highly developed counselling skills, the ability to manage financial and management information (MI) data requirements, and brokering and negotiating skills (in order to fulfil the requirement of brokering provision to meet individual needs). It was also felt that, given the nature of the target groups in Pilot 3, the demands made on AA advisers had extended their role in terms of offering intensive support to young people and offering an increasingly ‘individualised’ approach.
Intensive Support. The goal of intensive support is to provide an opportunity for communication, discussion and collaboration around an area of significant concern. If the building administrator and/ or instructional director identifies significant concerns in a bargaining unit member’s instructional techniques, curricular knowledge, or management abilities during the informal and/ or formal observation procedures, then a series of proactive interventions, including face-to-face dialogue, to discuss such issues will be implemented. After dialogue, further intervention may include the formal observation procedure. The purpose of formal observation(s) as an intervention is to create a platform for further proactive dialogue. If, over a reasonable period of time, these intervention strategies fail to resolve the area(s) of concern, the administrator may place that bargaining unit member in the Remediation phase of the Professional Performance Process.
Intensive Support. Implement one-to-one intensive support to smokers who want to quit. Full details on how to deliver quality intensive smoking cessation interventions and data requirements are provided in Warwickshire Smoking Cessation Guidelines. In summary, it is expected the following guidelines will be fulfilled by in- house services:
Intensive Support. Support given to people who are finding it difficult to cope with their tenancy and are at risk of losing or abandoning their home as a result.
Intensive Support. There are students in the District who require additional support due to mental, emotional or behavioral issues. Students will be identified as needing intensive services if:
