Implementing Early Action for Success begins with identification of individual needs followed by the strategic application of targeted support and ongoing monitoring:
1. Identification of needs. PLAN
You will need to collect baseline data on every Kindergarten to Year 2 student against the Reading, Writing and Numeracy benchmarks. Having identified how many students are in need of additional support you are then in a better position to determine how that will be provided.
You will also need to determine what the specific professional learning needs of staff for K-2 are in familiarity with the literacy and numeracy continuums to track student learning and to personalise instruction.
2. Provision of targeted support. DO
(a) Your school’s intervention allocation is designed to strengthen support for tiered interventions for every student you have identified as being below expectations.
(b) Your training grant is to assist with the professional learning needs of staff to use evidence based practices in personalising instruction in literacy and numeracy. This could include engagement in programs such as Language, Learning and Literacy (L3) or Targeted Early Numeracy (TEN).
3. Ongoing monitoring of the impact. SEE
(a) Tracking each student’s progress against key aspects of the literacy and numeracy continuums is used to monitor the impact of personalised instruction and the effectiveness of tiered interventions.
(b) The Instructional Leader, in collaboration with the school executive, will monitor K-2 teachers progress in professional learning to address the literacy and numeracy needs of every student.
4. Fine tune the interventions. ADJUST
(a) Determine which interventions are creating the necessary improvement in literacy and numeracy and change what is not working. This could involve changing the tier of intervention being used with individual students.
(b) Modify professional learning programs to address personalised learning in reading, writing or working with quantity as required.