This Melbourne MicroCert is ideal for educators (practising and pre-service), support workers, and allied health practitioners who work within the education sector.

This micro-credential  requires learners to have a relevant undergraduate (or equivalent) degree in education or allied health OR be working towards a relevant undergraduate degree (e.g. initial-teacher education).

Using Response to Intervention to Support Learning is co-designed by SPELD Victoria, the state's peak body for Specific Learning Disorders (SLDs). SPELD Victoria has helped people with SLDs including dyslexia, dyscalculia and dysgraphia for over 50 years.

This deep industry knowledge, combined with academic expertise from the University of Melbourne, means you can be confident you're learning contemporary best practices from industry leaders.

Throughout the course, you'll gain evidence-based strategies and tools that you can immediately apply in your educational context to better respond to the needs of students with learning difficulties or SLDs.

Using Response to Intervention to Support Learning can contribute to professional development (PD) hours for VIT registered teachers and it is mapped to the following professional standards:

• APST 1.1, 1.2, 2.1, 2.5, 3.1, 5.1, 5.4, 5.5
• Professional Standards for Speech Pathologists in Australia 1.6, .3, 3.4, 3.5
• International Dyslexia Association Knowledge and Practice Standards (KPS), 3.1, 3.3, 3.4, 3.5, 3.6, 3.8
• Psychology Board of Australia Registration Standard: Continuing Professional Development.

By the end of this Melbourne MicroCert, you'll be able to:

• Explain the Response to Intervention (RtI) framework and how it can support the learning of students with learning difficulties, including Specific Learning Disorders (SLDs)
• Analyse the screening, progress-monitoring, diagnostic, and outcome assessments applied within the Response to intervention framework relative to the purposes of identifying and supporting students with learning difficulties
• Analyse assessment data to formulate SMART goals that support the learning and wellbeing of students with learning difficulties.

This course runs for six weeks. Your total time commitment is approximately 42 hours, which includes:

• 12 hours guided learning
• 6 hours independent study
• 4 hours peer learning
• 20 hours for assessment tasks.

Assessment:

• Response to Intervention in practice (40%)
• Interpreting data to form learning goals (60%).

Once you've successfully completed this course, you will be awarded your Using Response to Intervention to Support Learning Melbourne MicroCert. This digital certificate will warrant the achievement of knowledge, skills and capabilities outlined in the learning outcomes. It may also include artefacts (such as videos and written material) related to both experiential and work-integrated learning, including translatable assessment that is practical to your professional life. You can also share your Melbourne MicroCert digitally and via social media by adding it to your personal platforms, such as LinkedIn. See example certificate.

Using Response to Intervention to Support Learning can be taken as a stand-alone course, or you can complement it with additional Melbourne MicroCerts in the Supporting Students with Learning Difficulties series.

This series includes:

• Introduction to Learning Difficulties

Delivered fully online, this course provides a convenient way to develop your skillset from a location that suits you. Within our digital learning environment, you'll engage with other practising teachers and education specialists and take part in synchronous and asynchronous learning activities.

You'll have access to videos of researchers and educational leaders as well as key case studies. You'll also take part in live, interactive webinars and discussion boards with your peers, plus complete independent study to deepen your knowledge of the content.

There is no set expiry date.