There are a number of initiatives in place at PPS to support children. As we know, there are many types of learners, and no one strategy works for every child. You may have heard of some of the following strategies which we use to support children in relation to their specific learning needs. Below is an outline of what each intervention does to help the children of our community.
L2: One on one intervention with a specially trained teacher aimed at improving student's skills in writing and comprehension. This program focuses upon students in Year 2 only.
Reading Recovery: Intensive one on one intervention with a specially trained teacher. Reading Recovery focuses on the development of the student's reading and writing skills. Children must be turning 6 years old and be in there second year of school to access this intervention.
Speech Services: Specific speech intervention facilitated by a fully qualified Speech Therapist. We currently have three individual Speech Therapists working with the school to provide the best possible support for our community's varied needs. Please contact the school if you would like to engage your children in any of these speech services.
Minilit: Small Group literacy intervention overseen by a Learning Support Teacher and facilitated by a specially trained School Learning Support Officer. Minilit focuses upon the basics of letter/ sound knowledge and decoding CVC (consonant/ vowel/ consonant) words. Students in Years 1 & 2 are currently benefitting from this program.
Multilit: One on one literacy intervention overseen by a Learning Support Teacher and facilitated by a specially trained School Learning Support Officer. Multilit focuses upon word attack skills, sight word recognition and independent reading. Students in Years 3-6 are currently benefitting from this program.
Time: Early Action For Success (EAFS) is a tiered intervention approach for students in Kindergarten to Year 2 and Learning and Support Teacher (LAST) Time is a specifically identified intervention for students in Years 3-6. Both programs are based upon students tracking data in relation to the Literacy and Numeracy Continuums. Intervention loads are adjusted every 5 weeks with students not reaching expected cluster markers engaged in targeted, specific learning experiences aimed at improving their conceptual understanding in relation to specifically identified skill and understanding deficiencies.