Students requiring support through intervention programs are managed through our Response to Intervention approach.
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Teachers provide more time and raise the level of support rather than lower expectations for students identified as below expected proficiency. More of the same is not effective intervention. We adopt a Response to Intervention approach.
Tier 1: Exemplary, explicit initial instruction (80% of cohort)
Tier 2: Small group up to 4 students (bottom 15%) eg. Literacy and Numeracy Intervention Groups
Tier 3: Individualised instruction (weakest 5%) eg. Reading Academy, Bond Blocks