The booklet Intervention Guidelines: Literacy (Department of Education, Queensland 1995, p. 1) refers to intervention as:
... the specific action taken to assist children who are experiencing difficulties in literacy and/or numeracy in the early years of schooling. In its broadest sense, intervention is an ongoing and integral part of teaching and occurs every time a teacher makes an adjustment to their teaching program to enhance a child's learning.
The responsibility for the ongoing management, planning, implementation and reporting of intervention programs rests with the class teacher. Support for this process is provided by the key teacher, support teacher (learning difficulties) and a range of other support personnel.
Support programs need to be continually monitored and reviewed to ensure that they are meeting their goals and are catering for the changing learning needs of students.
Year 2 Diagnostic Net (funded) intervention commences after students have been identified through the validation and moderation processes. After completion of funded programs and review of student outcomes, some students may be considered for further support by referral through the process used by schools to support students with special needs.
A whole-of-school support plan should be developed utilising available resources, personnel and programs to maximise learning outcomes for students. (Refer to flowchart.)
Individual and group intervention programs to support literacy and numeracy development will be implemented with reference to the intervention guidelines. The focus for intervention programs will be based on information from Individual Student Profiles, validation tasks, folios and any further assessment.
Programs and strategies can be developed, implemented and reviewed using support materials including:
The planning and management of intervention programs must be documented. During the intervention process there may be some students whose progress indicates that they no longer require support. There may also be students for example, those who transfer in from another school who will need to be considered for inclusion in intervention programs.
To assist with the management of the intervention program, a list of students to be included in the program and a summary of the program and timelines could be compiled. This information could be made available to the class teacher, key teacher and all other relevant personnel.
When a child has been identified as requiring additional support, parents should be informed of the nature of the intervention program.
The following procedures may be used to monitor students' literacy and numeracy progress during intervention:
Student learning outcomes and other relevant data should be used to review the quality and effectiveness of the intervention program.
The quality and effectiveness of intervention programs should be reviewed at prescribed intervals. Available sources of data include:
Providing programs to support the diverse needs of students is one of the ways in which schools spend their grant funds. Year 2 Diagnostic Net funding is provided to schools to support the provision of intervention programs. Information Sheet 23 provides guidelines for the expenditure of intervention funds.