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4.

5 Coordinated Strategies for Intervention


Rounded Average: 5/6

4 Continued teacher support in this area is paramount.


Better publicity and targeted intervention for the academically strong students - there are
specific classes available in Maths, but unsure what else is possible. Accelerated access in yr
10 is an option in other subject areas, but what is happening at yr 7 to 9? Possibly the
introduction of ESTEEM yr 8 and the project based maths curriculum in yr 9 also encourages
more open ended exploration of work, which should allow certain students to 'fly' beyond the
limits of the prescribed curriculum - however is there a way to encourage this sort of 'going
above and beyond' in all areas of the curriculum?
How can we encourage an atmosphere where high levels of achievement are valued and
5 celebrated by all students?
4 Strengthen formalised literacy interventions such as Maclit.
I think identifying what our students need to know now and what they need to move towards.
Mapping of the skills and knowledge needed across each year level so that it can be built into
learning programs. A simplified curriculum mapping tool and a consistent approach across the
5 curriculum. Time for staff to build these resources.
4 That feedback is readily available to all school community members.
More support in regards to gaining further feedback, notes on students potential year 7
students through the enrolment process. Many issues are coming to light, that weren't
disclosed during such, and in turn it takes time to identify students behavioural and learning
4 concerns.
4 We need to be able to respond to students needs when highlighted by teachers.
6 I have none at this stage, sorry.
6 Further development of curriculum and team work.
6 We have so many programs that suits so many different needs. That needs to continue.
Possibly need to have better feedback to TAs and parents on the effectiveness of intervention
in the case of "their" children - then they can discuss it together from the strength of mutual
4 understanding.
A more consistent approach to some of the areas of differentiation from across the staff
body. Workshops and specific tangible techniques and ideas perhaps delivered to the whole
staff by an expert body in the area of some of these areas eg: processing, adhd, autism etc. I
3 know that this may become a focus as we develop our PPTs.
With the increase of funded students and students who are challenged by mainstream
education this may need to be an area that is extended in terms of extra tuition/ different
5 types of classes/ programs.
5 Keeping the parents in the loop. Improving the relationship between teacher and parents
5 Pretty much already covered above.
I look forward to seeking these groth strategies identified by learning areas in their Annual
Growth and Performance plans to enable people to clearly identify with intervention
5 practices, to track progress and to share and communicate observations and outcomes
5 Our school should continue to employ the targeted programs and interventions
3 NA
5 Extra assistance in Foundation classes.
4 Be open to ways we can do this - eg PLCs
Communication - beyond e-mails/data- What happens after identifying needs? Ensure all are
working together on very basic levels- 3 or 4 targets per student and teachers- letting the
student know that everyone is together in helping the student- cannot work in isolation with
5 these students though it can feel like it. Uniformity of purpose is the key.
Often the intervention processes are directed at improving students at the high level, ie
getting the best out of high achievers. It would be useful to explore ways to drag the middle
6 group up through intervention.
Maybe offer accelerated programs for students that meet a certain criteria, not just in specific
subjects, but for their senior years in all subjects.
Students and parent surveys need to be done more than just in Year 7 and Year 12.
Engaging students in their own learning - The adequacy of TA interviews V subject interviews
could be reviewed again, to ensure that parents are adequaely satified with the level of
engagement they have with their students subject teacher
We say that teachers differentiate for different learners in the classroom, and adjust their
teaching accordingly, maybe some more evidence to ensure this happens for all students in a
class, so that students don't get left behind, or get bored.
Communication in all facets of Damascus needs to improve, this is a constant challenge and
keeps coming up, we need to do something about it. But what? Do we need an external
4 person to come in and suggest strategies so that we get better at this
5 We do neeed advanced classes for years 8, 9 and 10.
4 Not sure.
6 None at this time.
5 Not as much at the moment being new to the school.
6 It is great to see the intervention areas introduced in the last couple of years.
5 Not sure.
4 Need to be offering a lot more alternative programs as one size does not fit all
Seem to have a lot of programs, but how do we know that they are actually benefitting
students? Also, some of these seem like very general programs run in all highschools, do they
really qualify as intervention? WE have a lot more students now with higher learning needs,
are we introducing intervention and targeting programs at students actual needs? From my
understanding only a very limited amount of students are able to attend these intervention
3 programs, which I don't think is enough.
5 A handbook for staff explaining the various forms of intervention.
Again, polling parents is not the sort of assurance of quality teaching for intervention or
modification we could find. We're asking the wrong questions.
Firstly, we could simply ask ourselves if we actually are using 'Researched-based scientifically
validated instruction and interventions' - so far as I can tell, only MACQLIT and Quicksmart
have research attributed to them. We could audit our curriculum to see if we have planned
for differentiation, to understand if the ILPs and PSGs are effective - and if not, how can we
build a metric to capture the effectiveness of these strategies? We could ask ourselves 'are
the modifications we make based in research of what works for diverse learners?' If not, then
we need to capture that data, understand what is going wrong, and seek help to rectify it.
I fear that we use band-aid solutions to big problems ad Damascus. We need to stop, organise
ourselves, find real solutions, take a base measurement, and continually refer to how well we
1 are improving. Guesswork isn't good enough.
6 .
There has been significant structural change in addressing this area in the college. Ensuring
processes within these structures enable supportive, collaborative and the most efficient
5 practice should be a focus.
Enrichment classes in maths and English from year 7-10.
Additional programs for our high achieving students.
5 Continued support for staff teaching students with special needs.
5