Inquiry 2: A mapping of provision
This inquiry is based around two concerns:
- What are current intervention approaches and what is known about their impact/effectiveness?
- What are the accounts of assistance for target students in policy and in practice?
The mapping takes a four-pronged approach:
- mapping at sector level of provision of assistance both within and across the three sectors
- a field-based mapping at school level using an on-line survey of principals in 500 primary schools across sectors. Principals will map actual provision of assistance practices at the school. The survey will focus on modes of intervention; perception or evidence of effectiveness; existing assessment information relating to effectiveness for individual students and student progression, and in-school and out-of-school literacy practices and representation of gender make-up of students identified as experiencing learning difficulties.
- an analysis of parent-initiated and -funded assistance, including assistance that may be quite uncoordinated with school provision. SPELD, QCPCA, ICPA and other relevant parent groups will be invited to contribute submissions.
- the perspectives of support teachers, other involved staff including teacher aides, volunteer tutors, and guidance officers. Relevant professional associations will be invited to present their perspectives on the nature, extent and suitability of intervention support.
Inquiry 2 incorporates a developmental or longitudinal focus through retrospective data, together with data collected across the time span of the project. This inquiry should identify: approaches/packages, who provides intervention (STLD, teacher aides, student tutors, volunteer tutors), the type of training undertaken, modes of intervention, and the type of individual data collected on effectiveness of STLD in supporting both students and classroom teachers? Interventions of interest will include but not be limited to: Reading Recovery, Support a Reader, Support a Writer, Support a Maths Learner, whole class approaches such as perceptual-motor and language programs, other locally initiated interventions including commercial packages such as THRASS and programs developed by individual teachers or teams, other sector-funded support such as Learning Development Centres.
The inquiry will endeavour to identify staff training costs, program implementation costs, and moderation and reporting costs; and to gauge the contributions of intervention programs used by parents and volunteers.
The Australian Government is funding the research under the States Grants (Primary and Secondary Education Assistance) Act 2000.
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