5. Early and Ongoing Intervention
One of the core beliefs outlined in Parameter 1 (Shared Beliefs and Understandings) is that high expectations and early intervention are essential to student achievement. This parameter expands on this belief and advocates early, ongoing, and targeted intervention across grades to support success for all students, especially the lowest achievers. Individual student needs are determined through the examination of student assessment data. Teachers must be skilled at using effective instructional strategies matched to student need based on this data.
A collective effort by all teachers - classroom, specialist, and literacy support - is necessary in designing and delivering programming that supports every student. Regional and school-based administrators can support teacher development and capacity-building in both assessment of literacy and development of instructional repertoire. Teachers also need training and support in how to use collaborative structures for examining data, planning for instruction, and monitoring success.
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The school places a high priority on ensuring that, in their day-to-day teaching, classroom teachers identify and address the learning needs of individual students, including high-achieving students. Teachers are encouraged and supported to monitor closely the progress of individuals, identify learning difficulties and tailor classroom activities to levels of readiness and need.