All literacy and numeracy intervention is based on regular data collection that is continually monitored through the year.
Students are identified as possibly needing reading intervention through close monitoring of PROBE reading and PLD spelling data (recommended AUSPELD evidence-based program). Those students who upon further testing require decoding support will participate in our Differentiated Reading Instruction Program. This is a researched based synthetic phonics program designed to teach all students to read and is particularly successful for students with dyslexia. Students who are below age level for reading, but who pass the decoding test, will receive comprehension intervention.
Once a student is identified as needing decoding support, students work through the program being tested in either 3 week or 6 weekly cycles depending on the level being targeted. Sessions are conducted in a withdrawn small group for 20 mins each day. At the end of a learning cycle, students are tested again, resulting in either a repetition of the cycle or moving up to the next level. Focussed & Intensive literacy intervention usually begins anytime between the middle of Prep up to Year 6. Support Teachers and TA's work with students in these small focussed or intensive groups and have been trained to implement the program.
Students identified for numeracy support is based on data collection. These students work in small groups either in the classroom with the class teacher, support teacher or TA's. If students are requiring more focussed or intensive support they may be withdrawn to work in a small group with a support teacher on specific areas of need.