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Intervention and Support

interventionIntervention and Support occurs for all students. Wave 1 interventions focus on a commitment by leaders and staff to develop strategies that support sustained high quality classroom teaching for each child. Monitoring individual student growth/determining whether a student has met Standards of Educational Achievement helps to determine the need for individual/group intervention. An Early Years Oral Language program supports Wave 1 interventions for the Reception and R/1 classes.

Wave 2 intervention includes 3 programs to support students including Speech/Language, STEM, and Mini-Lit. Targeted groups of English as an Additional Language or Dialect and Aboriginal students receive support to achieve goals within their One Plan. The Student Support Co-ordinator and ACEO support these two cohorts as part of small group interventions. All of our Students with a Disability in mainstream classes are provided with small group sessions to support them with achieving their SMARTAR goals that are outlined within their One Plans. Wave 3 interventions are provided for some students who require ongoing, intensive instruction and support. One Plans and ongoing planning help support these students individually throughout the year.

Structured Teaching Data Sheets are used to record achievements made against goals and documentation is kept each time a student accesses intervention support time to help track progress. Teachers (classroom and specialist) are responsible for developing goals (and skills to focus on to achieve each goal) prior to SSOs/other teachers working with students. The content covered during intervention, together with assessing individual skills ensure that next steps in learning are able to be planned for and form a basis for continuous review and documentation of goals within the One Plan.

Students with a disability and students who have not reached benchmark in particular areas receive an entitlement each week. The grouping of students occurs according to their plans/needs through discussions between teachers:

  • D level students will have a 3 hour per week entitlement
  • A level students will have a 1.5 hour per week entitlement
  • EALD students will have a 30 min per week entitlement
  • ATSI students will have a 30 min per week entitlement
  • Students who have not reached Literacy/Numeracy benchmark will have varied support depending on interventions offered and specific needs.

Early Years Oral Language

Students in their early years of schooling are supported through an Oral Language in class support program twice per week for 45 minute sessions. The program is developed by the teacher and Speech/Language Support Officer. The regional Speech Pathologist provides ongoing support through the provision of further resources and advice. Sessions are theme based and may include: introduction to language, role plays and a variety of activities. Each class teacher continues to focus on the introduced language throughout the allocated weeks of each particular theme. The Speech/Language Support Officer works closely with class teachers to identify any students who need pre-referral for Speech/Language assessment.

Meeting Initial Needs in Literacy (Mini-Lit) Criteria

Mini-Lit is an early intervention program which has 80 lessons, it is designed to be delivered to small groups of students who require extra support with learning to read with a strong emphasis on phonological awareness. Students work in their group for one hour per day each week.

The initial criteria is the assessment of year 1 students using a MiniLit placement test. A maximum of up to 8 children are grouped according to their results.

The groups can change according to some of the following factors:

  • students who are transient
  • students with high absenteeism
  • behaviour
  • The ability to not make progress with the group

Once a group is established there is the capacity for other students to qualify (using a placement test which determines their ability) for an existing group if a position becomes available.

Children are tested approximately every two lessons to ensure they are grasping what has been taught. Based on the criteria to pass if the test is not met the whole group will need to repeat the previous two lessons of the program. For example if the group fail test lesson 15 then the whole group will repeat lessons 13 and 14 and then be tested again on lesson 15. One student in the group could consistently not pass the test hence why over a period of time a decision could be made for that student to withdraw from the program or that student may join another group if there is a position available. The intervention team will then look at the data from the initial Mini-Lit placement test results and choose a student to join the existing group whose results match the current ability of the establishing team.

Students will be on the program for at least 3 terms or will exit once they have reached their year level running record requirement.

STEM Intervention Program

STEM education is the learning of Science, Technology, Engineering and Mathematics in an interdisciplinary or integrated approach. Students gain and apply knowledge to deepen their understanding and develop creative and critical thinking skills within an authentic hands-on context.

This program will address 2 main needs for the school:

1. Classroom STEM

Support all teachers to provide hands-on activities throughout the year. This may include: 

  1. Offering different levels of support to make STEM activities a reality
  2. Setup of materials/equipment required to provide STEM activities
  3. If required, provision of teacher coaching to run STEM activities
  4. Whenever required provision of in-class support for teachers to run STEM activities

2. STEM Groups

Run interesting/alternative STEM/Maker activities for small groups of low-engagement students

  1. Groups will be between 5-10 students depending on behavioural support needs
  2. Work closely with teachers to ensure group activities link with classroom dynamics personnel management plan

STEM Groups will be scheduled between 12:30pm and 1:30pm. Each one-hour block will accommodate activities for one group of students (approximately 40 minutes) and will include time for set-up and pack-up of equipment and materials. Time may also be scheduled for the preparation and trialling of new/specialised STEM projects.

An element of the 2 programs will involve the development of a range of instructional blogs, images and YouTube videos of successful STEM activities run at the school, not only for future teacher/student reference but also for promotional media. Such media will be designed to raise the status of Elizabeth South Primary School, students and families; increase community awareness for the benefits of STEM education (particularly in Category 1 schools); facilitate fund raising activities for materials and capital equipment from businesses; and to provide a clear portfolio of STEM being practiced in the school in order to increase the possible success of future funding applications.


The Speech and Language program supports those students verified through DECD Speech Pathologists, or those students that are identified by teachers for pre-referral. Identified students focus on receptive and expressive language needs and/or articulation. Students receive 1:1 or small group support for a minimum of 30 minutes a week, where written or oral activities are completed that targets their articulation sounds or language needs. Student’s progress to the next area of development after each goal had been met. Verified students will receive ongoing speech/language support throughout their schooling and/or will receive other interventions that target specific goals as outlined in their One Plans.