Supplementary Supports Inventory/Directory
Student support: Language Learning Intervention (LLi)
Design Elements
Design
Elements
Target for
support
(strengths and
needs)
Expected
Outcomes
Description
Students with severe communication difficulties aged 5-8; their teachers.
Learners will develop the essential language foundations to enable them to
participate in learning.
Teachers will be provided with the necessary professional learning and development
to make changes to their own communicative behaviours in the classroom.
What data is
used to
support access
decision?
Delivery design
(who, how
long,
interactions)
Essential to the LLi approach is engaging teachers in reflection on their teaching and
learning practice and supporting changes in teachers’ interactions.
These children are likely to have had a very high level of speech-language therapy in
early intervention. The existing access process for new referrals to the
Communication Service will inform the decision to provide the intervention.
Primarily Speech-Language Therapists (SLT) will deliver this intervention.
Approximately 40 hours per learner, which includes the teacher professional learning
and development.
Factors considered important for engaging teachers (Timperley, 2007) in learning and
influencing practice changes are integrated through the use of a learning cycle
approach. In each learning cycle teachers are guided through a series of four steps
(introduction, information, individualisation and implementation) that encourage
them to:
 identify links with their prior beliefs and experiences
 learn new knowledge and skills
 reflect on how the new knowledge applies to their teaching practice
 plan how to integrate this new knowledge into their teaching practice.
Central to the baseline data collection is a video recording of the child’s participation
and socio-communicative skills in a typical interaction with other peers and their
teacher.

The programme is delivered through a series of modules that promote and
support systemic intervention based on curriculum and school language
resources (provision for teacher release).
How will the
support
contribute to
classroom
practice (Tier1)
and school
capability?
The support to teachers is around being reflective of their communicative behaviours
and how they can adapt and differentiate their interactions with students who have
communication disorders.
How will the
support
1000 additional learners, their teachers, families and special education personnel
participate in this collaborative intervention which will develop language and learning
LLi provides the opportunity to develop and support collaborative planning and
intervention between school personnel and special education staff. Teachers who
have received the support are more able to successfully include learners with
communication delays and disorders in their classroom programmes.
SSI: Learning Language Intervention
http://nzcurriculum.tki.org.nz/System-of-support
16/02/16
1
contribute to
building
educationally
powerful
relationships
with parents,
whānau/family,
hapu, iwi and
community?
Fidelity
elements eg
small groups,
one on one,
timing, etc
How is support
monitored and
measured in
terms of
outcomes?
What needs to
be sustained?
Website details
for contact
goals and facilitate learning within the learners everyday interactions.
One-on-one support to teachers and learners, teacher’s aide support time, teacher
release time to attend learning modules.




Pre- and post data collection.
Goal achievement on Individual Communication Plan.
Service agreement between the school team and the provider.
The child makes progress in communication, literacy and numeracy and
contextual supports are place for ongoing learning.
Ongoing learning through systemic support.
http://www.minedu.govt.nz/NZEducation/EducationPolicies/SpecialEducation/ServicesAndSupport/
Communication.aspx
Roles and responsibilities for the support
What are the conditions for successful delivery?
Provider
School
Ministry of Education Special
Teachers, parent, whānau
Education
principals, SENCO’s all commit
to a service agreement that
outlines the scope of the
intervention, intervention goals,
roles and responsibilities of the
team members.
Systemic support in schools is
essential in supporting the
success of this classroom-based
approach.
System/MoE
Special Education speechlanguage therapists primarily
deliver this intervention. They
establish the team around the
learner. That team could
comprise the Resource Teacher:
Learning and Behaviour. School
personnel and other special
education personnel.
SSI: Learning Language Intervention
http://nzcurriculum.tki.org.nz/System-of-support
16/02/16
2