EDU8328 Assignment 1 UnpackedStephen Hughes PhDThe t.docx

EDU8328 Assignment 1 Unpacked
Stephen Hughes PhD
The task
Part A. Rationale for the adoption of integrated support service
delivery models, including consultation approaches, in
education contexts.
Length: Approximately 2500 words (+/- 10%)
Due date: 18/12/17
Weighting: 30.00%
Task
Provide a rationale for the adoption of an holistic, integrated
service delivery model to address the provision of support
services in schools (or another organisational setting as
negotiated with the course examiner). An integrated service
delivery model would include direct and indirect services. It
would also include a framework for determining support needs
beyond the individual. For instance, a victim of bullying may
require some direct counseling support from a school counselor
along with consultative support to the class teacher who can
work on cultural / inclusion issues in her class and through the
curriculum. A broader issue may be the culture of the school
and of the community.

The demands of the task
Research
Define
Analyse
Apply Critical Reasoning
Synthesise
Academic genre
Referencing
Cohesion
Some relevant ideas
Direct SD
“Pull-out service”
Co-teaching
In-class support

Para-professionals
Educational & Psychological-behavioural assessment
Indirect SD
CCC
Collaborative Consultation
Mental Health

Behavioural
Clinical
Process
Systems
Social Justice
Scaffold: Basic

StructurePurposeNotesIntroductionContextualise, advance
organiser; why is this important?Why schools need support;
Service delivery models; change and its driversTopic 1Define,
analyse, describe key concepts
Establish thesis
The provision of support services to education is complex:
many types of need; many stakeholders, many variables to
consider. Models are typically polarised. Establish need for an
integrated model.Topic 2Elaboration on thesis
Direct service models: what they provide, how, who, pros &
cons
Indirect service models: what they provide, how, who, pros &
cons.
Moving beyond direct & indirect to whole of school
approach.IntegrationShow how the service delivery models are
both needed; give examples of application;
limitationsConsultation + Collaboration = CC = potentials for
both direct & indirect service deliveryConclusionClose the
loop; revisit introduction; in a nutshell statement
Some ideas
Conceptualising /Contextualising: service delivery to schools:
internal/external; why is is necessary; changing models of
service delivery; drivers of change
Polarised thinking leads to either-or solutions
Ecological-systems thinking leads to holism, integration of
polarities: Primary Prevention to Case- managed Interventions
Seek integration – Consultee-centered Consultation is worth

exploring as a model of consultation that holds integration
potential.
Marking guideCriteriaOutstandingWell
DevelopedSatisfactoryUnsatisfactoryMarksRationale for an
integrated approach to service provision in school or other
professional settings.
Representation of knowledge and concepts.
A critical analysis with relevant evidence is a feature of the
response.
Response includes evidence of integration of theory and
practice through the provision of pragmatic applications to
support the thesis being pursued.
Conceptually rich in detail with clear evidence of higher order
thinking applied throughout.
(15-13)Provides a rich description of the evolution of service
delivery provisions with consideration of driving factors.
An analysis of service delivery models to a professional context
is conducted.
Specific benefits of adopting a collaborative consultation model

of service delivery clearly articulated with some critical
analysis attempted.
The qualities of effective service delivery are identified.
Barriers to implementation of an integrated model are identified
and addressed. (12.5-10)Introduces the general field of service
delivery in education (or other appropriate professional)
settings.
Provides a basic background of the evolution of direct and
indirect models of service delivery in helping contexts.
Provides a clear thesis statement and follows this with relevant
supporting points.
Defines and outlines the essential features of consultation &
collaboration as they apply in a service delivery context.
Response outlines the
benefits of adopting an integrated model of service delivery in
the professional context under consideration.
Key course concepts are summarized and described.
(9.5 - 7.5)Rationale is unconvincing; lacks relevant referencing;
reliance on untrustworthy / biased sources; neglects to define
the constructs sufficiently; evidence of misinterpretation
of the literature; clearly lacking in coherence at the level of
ideas, semantics and syntax.
The rationale is divorced from any sensible application in
practice.
Plagiarism evident.

/15
Research skills are demonstrated by the response to the task.
Evidence of advanced academic reasoning skills: analysis,
critical analysis; justification through referencing.
Evidence of synthesis in presentation of researched material.
Compelling evidence from professionally legitimate sources is
given to support claims. Attribution is clear and fairly

represented.
References are primarily peer- reviewed professional journals or
other approved sources (e.g., government documents, agency
manuals, ...). The
reader is confident that the information and ideas can be trusted.
Liberal referencing.
(10-8.5)Evidence of an awareness of research strategies such as
use of relevant journals in the field.
Effective use of paraphrasing with multiple in-text referencing
used.
Professionally legitimate sources that support claims are
generally present and attribution is, for the most part, clear and
fairly represented.
The reader is confident of the reliability of most of the sources.
15-20 references provided.
(8-6.5)
Referenced information is accurate and relevant. Most sources
are related to course materials and references with some

additional research evident.
Although attributions are mostly given, some statements may be
unsubstantiated. The reader may be sometimes confused about
the source of information and ideas.
Some of the references are from sources that are not peer-
reviewed and have uncertain reliability. The reader may doubt
the accuracy of some of the material presented.
A minimum of 10-15 references provided.
(6-5)
References are seldom cited to support statements.
There are virtually no sources that are professionally
reliable. The reader
seriously doubts the value of the material.
Inaccurate assertions drawn from reading.
Plagiarism evident.

/10
Professional and scholarly presentation.
Structured to achieve purpose.
Clear evidence of awareness of the audience.
Purposeful, well integrated, coherent and succinct academic
writing which clearly conveys key points. No errors in

vocabulary, grammar, punctuation, word choice, spelling, or
organization. (5, 4.5)
Purposeful, well integrated, succinct and coherent academic
writing which clearly conveys key points. Very minor errors in
vocabulary, grammar, punctuation, word choice, spelling,
and/or organization which do not affect comprehension and
readability.
APA style and referencing system consistently adhered to.
(4, 3)
Structured logically to address the set task.
Writing is generally academic in tone but may occasionally lack
some focus, integration and/or succinctness and may be minor
errors or instances of ineffective use of vocabulary, grammar,
punctuation, word choice, spelling, and/or organization. Overall
comprehension and readability is good.
APA style and referencing system largely adhered to.
(2.5)
The degree of errors in vocabulary, grammar, punctuation, word
choice, academic tone, spelling, and/or organization is such that
it is difficult to
know what the writer is trying to express. The work does not
meet the standard for a pass.
Many editing errors. Syntactical errors abound.
Structure doesn’t support purpose. Errors in referencing
common.
APA Style and Referencing system not adhered to.
(2 – 0)
The first sentence of each paragraph…
OPENING - CONTEXTUALISING
In an era of inclusion, diversity and accountability in 21st-
century educational settings, the autonomous nature of teaching

needs to change. Social, political, and cultural developments are
driving educational reform, demanding new approaches to
ensure excellence and equity in Australian schools. Key policies
outline the importance of educational environments that are
“free from discrimination based on gender, language, sexual
orientation, pregnancy, culture, ethnicity, religion, health or
disability, socioeconomic background or geographic location”
(Ministerial Council on Education, Employment, Training and
Youth Affairs [MCEETYA], 2009, p.7).
ELABORATING
While the teaching environment has always been complex, 21st-
century society brings a diverse range of new challenges driving
change in educational settings. Challenges from inequality,
diversity, globalization, technology and access to knowledge
require schools to consider rigorous changes (Kalantzis & Cope,
2007).
EXEMPLIFYING
The Melbourne Declaration (MCEETYA, 2009) has been a
driving force in the inclusive education agenda in Australia in
an attempt to respond to the diverse needs of learners. In
Queensland, key policies and frameworks have been established
to ensure schools are safe, supportive and inclusive learning
environments (Department of Education and Training [DET],
2017a).
ESTABLISHING A NEED
Specialised support workers practicing in schools have typically
used a direct service delivery model consisting of either
individual and group intervention approaches (Dreiling &
Bundy, 2003; Cirrin, Schooling, Nelson, Diehl, Flynn,
Staskowski, Torrey & Adamczyk, 2010; Davies & Gavin, 1994;
Ruscello, Cartwright, Haines, & Shuster, 1993; Bramlett &

Murphy, 1998).
ARGUING
One mechanism for increasing the number of students serviced
by interdisciplinary support is to focus on enhancing the skills
and efficacy of teachers through the use of indirect service
methods such as consultation.
ELABORATING
Consultation models offer a theoretical perspective from which
consultants can work within the schooling context to ensure
integrity in service delivery. Historically, support in schools has
been a reactive measure based on a medical model where
specialist staff deal with student issues and concerns when they
arise (Tilly, 2008, p.17).
CONCLUDING
The shifting focus towards accountability in schools requires
some rethinking about how service methods can be integrated,
structured and delivered in education systems to address the
diverse needs (Tilly, 2008, p23).
Both direct and indirect service methods are conceptually
relevant to the school setting and have their place in enhancing
outcomes for clients. No one method stands above the other in
driving outcomes for students (Dixon, 2013; Zigmond, 2003).
Regardless of the model of service delivery or the theoretical
perspective underpinning its implementation, the ability to form
collaborative relationships is a common factor in determining
the success of the support service intervention (Kahn, 2000;
Erchul & Martens, 2010; Bramlett & Murphy, 1998; Friend and
Cook, 2013; Knoff, 1995; Skaar et al., 2016; Hartmann, 2016).

Greater integration between service delivery and incorporating
interdisciplinary collaboration is fundamental to ensure
improved outcomes for all students.
2500 words
1. Use the key concepts of the course in your response.
Following on from your introduction (Service delivery models
and change)- The provision of support services to education is
complex: many types of need; many stakeholders, many
variables to consider. Models are typically polarised. Establish
need for an integrated model.
2. Elaboration of thesis:
Direct service models: what they provide, how, who, pros &
cons
Indirect service models: what they provide, how, who, pros &
cons.
3. Consultation + Collaboration = CC = potentials for both
direct & indirect service delivery
Provide an overview of Collaborative Consultation as a service
delivery model and a rationale for its use. This is a major
section and can include:
Definition
Benefits
Applications
Anticipated outcomes
Barriers to
Unanswered questions

Tips!
Read, reread and read your introduction again. Then get
someone else to read it! It is a shame to find introductory
paragraphs that contain errors in edition, sentence structure, or
poor structure. Be audience aware and use your introduction to
hook the reader in and give them some signposts about where
you intend to take them.
Educational policy has explicitly recommended the need for
models that promote early identification and intervention,
employ progress monitoring, and use data to assess student
progress (President’s Commission on Excellence in Special
Education, 2002). These mandates have served as a catalyst for
educational reform, resulting in the emergence of school-wide
problem-solving frameworks such as Response to Intervention
(RTI) and Positive Behavioral Interventions and Supports
(PBIS). However, these approaches have often been delivered in
‘‘silos’’ in which one system was devoted to academic
difficulties and another to behavioral concerns. Given the strong
alignment of several key features of RTI and PBIS (Sugai,
2009), increasing attention has been placed on the need for an
integrated model that braids initiatives for academic, behavioral
and social-emotional needs (McIntosh, Goodman, & Bohanon,
2010) into a single Multi-Tiered System of Support (MTSS).
MTSS can be defined as ‘‘an evidence-based model of education

that employs data-based problem-solving techniques to integrate
academic and behavioral instruction and intervention’’ (Gamm
et al., 2012, p. 4).
Eagle, J.W., Dowd-Eagle, S.E., Holtzman, A.S. & E.G. (2015).
Implementing a Multi-Tiered System of Support (MTSS):
Collaboration Between School Psychologists and Administrators
to Promote Systems-Level Change, Journal of Educational and
Psychological Consultation, 25:2-3, 160-177, DOI:
10.1080/10474412.2014.929960
Consultation is an integral part of various helping professions.
Each profession offers a unique perspective to the consultation
process based on its conceptual orientation and knowledge base.
As examples, special education literature has focused on
consultation issues pertaining to collaboration and school-based
teaming (Idol, Paolucci-Whitcomb, & Nevin, 1993).Community
psychologists have emphasized the role of consultation in
organizational or systems-levelchange and in the prevention of
problems (Juras, Mackin, Curtis, & Foster-Fishman, 1997).
However, many professionals may be unfamiliar with research
and contributions in areas outside their own. A cursory glance
at journal articles indicates that authors typically cite journals
and books specific to their field.
Consequently, more attention has been given recently to the
benefits of increased dialogue across disciplines.' In this article,
we extend cross-disciplinarydialogueby describing school
psychology's perspectives and contributions to consultation. We
focus on empirical literature, or lack thereof, related to specific
aspects of schoolbased consultation. It is not intended as an
exhaustive review of literature but rather as a way to highlight
school psychology's primary contributions to the growing field

of educational and psychological consultation. To accomplish
this goal, we focus mainly on works written by school
psychologists, including journal articles, books, and book
chapters.
Ronald K. Bramlett & John J. Murphy (1998) School
Psychology Perspectives on Consultation: Key Contributions to
the Field, Journal of Educational and Psychological
Consultation, 9:1, 29-55, DOI: 10.1207/s1532768xjepc0901_2
Write a conclusion!
Don’t do all that good work using complex analytical skills only
to leave the reading hanging.
Conclude!
Cohesion
Many papers suffer from a lack of cohesion. This can occur at
the top level structure, at the paragraph level and at the
sentence level.
Ideas need to flow easily and efficiently from one part of the
paper to the next, from one sentence to the next and from one
paragraph to the next.
Don’t be tempted to introduce lots of ideas in a paragraph to
demonstrate that you have covered a lot of territory in your
research. You can end up with a response that reads like a series
of quotes or ideas that are only loosely relevant or at worst just
drop ins from out of space.
So make your references meaningful and link them to the ideas
they communicate.

Give the reader a chance to go with your flow and not
experience a fragmented jumble that they have to navigate
without a map.
Be adventurous sure, but be relevant
Your response is to the task as it is laid out for you, so it isn’t a
ramble in the woods. (As nice as that is.)
The task gives you a basic structure so use it.
Interpretation isn’t destroyed by using the outline of the task.
You can be as generous in your response as you want within the
structure. Your creativity isn’t crushed by using the plan.
Key Course Concepts
You are not doing this task in a vacuum. You have been
introduced to some key course concepts so use these in your
response. The reader should see these key concepts embedded in
your response – some overtly some more implied. But they
should be there.
Attention to detail
Be consistent in how you present your work.
Use the APA guidelines generally

12 point font
Times New Roman (or similar)
Double space (1.5 acceptable)
Indent first line of each paragraph 5-7spaces. (Set this up in
your Word settings for paragraphs and then you can forget about
it.)
Use a running heading
Use active voice
Be clear and concise
Pay attention to the mechanics of writing, especially syntax
Reference accurately
Many people think APA style is all about referencing. It isn’t!
It is about effective communication in an academic context. Few
people are saints in this regard. Let us strive for progress rather
than perfection.
Use the USQ Library APA referencing resource – that is what it
is there for.
How effective structure supports reasoned argument in essays1
1 Read the assessment task carefully because a topic or
discipline often requires a
different structure. And always remember the golden ‘creativity
rule’ — all rules are
meant to be broken, it’s just that you first need to know them!
I
N

T
R
O
D
U
C
T
I
O
N
B
O
D
Y
C
O
N
C
L
U
S
I
O
N
Background
Section:
context/
theory
paragraph
paragraph

Analyse/
evaluate
Section:
1st issue
paragraph
paragraph
Analyse/
evaluate
Section:
2nd issue
paragraph
paragraph
Analyse/
evaluate
Section:
3rd issue
paragraph
paragraph
Discipline/field
Underlying question
Topic
State your conclusion/evaluation/researched
thesis, based on your findings

Consider the implications of your evaluation
for the debate/problem in your discipline/field
Introduce discipline/field/context and topic
Why is this topic interesting from the perspective of the
discipline/field?
[also consider how interested you are in the topic]
Focus
As necessary, indicate relevant debate, previous research,
problem, definitions, scope in time & place, etc
Signpost structure of argument
Tell the reader the sequence of your sections/
issues in the body of your essay
T
h
e
s
i
s
s
u
p
p
o
r
t
e
d

b
y
e
v
i
d
e
n
c
e
Indicate thesis statement
(your main line of argument)
Indicate your answer to the
underlying question
Paragraph structure
1 paragraph
= 1 main idea
= 100/150/200 words
Topic sentence
(the main idea in the
paragraph; feeds into
section/issue)
Supporting sentences
(evidence, examples)
Concluding/linking
sentence

Roughly,
10–15%
of essay
length
Roughly,
80% of
essay
length
Roughly,
5–10%
of essay
length
Draw together your findings/analysis from
each section of your argument

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