# data[].attributes.body
Student Learning Goals - student articulating them
Evidence Based Practices are current worthy of employing, inclusive of the understanding of the brain science/cognitive development
The practices we use need to align with current evidence that we see in everyday learning
Identifying the ongoing the challenges that our students encounter in their learning experience
Working through the evidence that teachers bring to the table when they reflect
Cost Benefit Analysis

# data[].attributes.headline
Physical health issues. Checked and shared with teachers. Assessment of various needs ie ADHD ETC

# data[].attributes.subject
Physical health issues. Checked and shared with teachers. Assessment of various needs ie ADHD ETC

# data[].attributes.body
Working in partnership with families
a good intervention requires an accurate assessment tools
developmental profiles areas of deficits
liaising with allied health professionals
cost and licensing factors

# data[].attributes.headline
Addressing gaps and needs. Getting the right intervention. 

# data[].attributes.subject
Addressing gaps and needs. Getting the right intervention. 

# data[].attributes.headline
Looking at gaps and needs to support students. Is it relevant? 

# data[].attributes.subject
Looking at gaps and needs to support students. Is it relevant? 

# data[].attributes.headline
Training of staff. Consistency of approach (whole school approach).

# data[].attributes.subject
Training of staff. Consistency of approach (whole school approach).

# data[].attributes.headline
Student buy in- motivation from the student

# data[].attributes.subject
Student buy in- motivation from the student

# data[].attributes.headline
Building positive relationships with the students

# data[].attributes.subject
Building positive relationships with the students

# data[].attributes.body
Jane, Lia, Kiran, Jiali, Irene - evidence and research, data - what intervention is going to match the students' identified needs. Having a solid understanding of the student - their background, what has been tried before, formal diagnosis and what other supports they are receiving at home and at school (effective communication),family support - do they need to participate - the family's mindset (welcoming/reluctance), implementation with fidelity - can it be run as a Tier 1 support or does it require removal, how the classroom environment will compliment or hinder the effect of the intervention, who would be running it (staffing) - resources staffing/costs, looking at the cohort - the students' response to an intervention (confidence/self-efficacy), time constraints, PD/PL the teacher needs to undertake in order to implement effectively, monitoring of intervention - how often do you assess? what does that look like?

# data[].attributes.headline
Protecting students dignity (learning and social). Being sensitive towards students needs

# data[].attributes.subject
Protecting students dignity (learning and social). Being sensitive towards students needs

# data[].attributes.body
1. evidence-based
2. CHC Abilities
3. how assessment is administered depending on students' needs
4. teacher training
5. cognitive age

# data[].attributes.headline
Teacher commitment/buy-in across all subjects 

# data[].attributes.subject
Teacher commitment/buy-in across all subjects 

# data[].attributes.headline
how to we target on need, how do we move them on

# data[].attributes.subject
how to we target on need, how do we move them on

# data[].attributes.headline
Professional learning associated with the intervention

# data[].attributes.subject
Professional learning associated with the intervention

# data[].attributes.headline
student profile- suitable to child's needs

# data[].attributes.subject
student profile- suitable to child's needs

# data[].attributes.headline
layers of need - language needs, learning need

# data[].attributes.subject
layers of need - language needs, learning need

# data[].attributes.headline
What level they require / are at for intervention 

# data[].attributes.subject
What level they require / are at for intervention 

# data[].attributes.headline
The programs available - what will work best for the individual student?

# data[].attributes.subject
The programs available - what will work best for the individual student?

# data[].attributes.headline
Targeted to the individual child's needs

# data[].attributes.subject
Targeted to the individual child's needs

# data[].attributes.headline
Leadership approval / whole school approach / getting staff on board

# data[].attributes.subject
Leadership approval / whole school approach / getting staff on board

# data[].attributes.headline
Resources - staffing, availability and cost

# data[].attributes.subject
Resources - staffing, availability and cost

# data[].attributes.headline
Realistic to be implemented in the classroom

# data[].attributes.subject
Realistic to be implemented in the classroom

# data[].attributes.headline
Assessments/baseline data to inform what intervention is most appropriate

# data[].attributes.subject
Assessments/baseline data to inform what intervention is most appropriate

# data[].attributes.headline
Applicability to the child/needs of the child

# data[].attributes.subject
Applicability to the child/needs of the child

# data[].attributes.headline
What support can be provided by the school?

# data[].attributes.subject
What support can be provided by the school?

# data[].attributes.headline
Reviewed at a whole-school level, needs to be consistent across the school

# data[].attributes.subject
Reviewed at a whole-school level, needs to be consistent across the school

# data[].attributes.headline
Time span - how long it takes to complete

# data[].attributes.subject
Time span - how long it takes to complete

# data[].attributes.headline
After starting this subject, will now look to do more assessment with students to explore individual needs

# data[].attributes.subject
After starting this subject, will now look to do more assessment with students to explore individual needs