Intervention Program

For at risk students, early intervention is essential to enable them to catch up quickly to their peers. Without timely and effective intervention, these students continue to fall further and further behind in their schoolwork and experience diminished self-esteem and increased alienation from schooling.

Students who have been identified through our Whole School Assessment Protocol with particular learning difficulties in English or Mathematics benefit from intensive and focused teaching and support provided through specific interventions on a short or longer term basis.

Key features of those interventions which enabled students to improve their achievement levels included:

  • identifying the specific literacy and numeracy learning needs of students with low levels of literacy and numeracy achievement, and drawing on a repertoire of proven and research supported programs to provide support matched specifically to those needs;
  • providing structured, sequenced sessions in small group settings which give students regular opportunities over time to work on specific literacy and numeracy needs;
  • maximising opportunities, in small group contexts, for students to practice reading a range of texts silently and aloud;
  • recognising the importance of fostering confidence and self-esteem for students with previous experience of low literacy of numerancy achievement;
  • linking the support provided in out-of-class settings with the work of the regular classroom;
  • constant monitoring of students in inervention programs and in regular classes, adjusting the intervention program and strategies to target identified needs;
  • providing intensive support for a short period, or sustained support over a longer period as required;
  • where intervention programs involve withdrawal from regular classes, ensuring that all the teachers of a particular students are aware of the purpose and nature of the intervention program, and that they are frequently consulted regarding observed improvements or changes in the quality of the student's work;
  • establishing effective links between home and school, and maintaining regular communication with parents of low achieving students.