The Early Action for Success strategy aims to improve students' performance through a targeted approach in the early years in primary schools. The schools are selected from those in the lowest quartile of NAPLAN performance in literacy and numeracy, according to an index of need.
The strategy involves:
- early identification of the level of attainment in literacy and numeracy of each individual child (K-2) and tailoring a specific program of learning to that child's needs.
- change in teaching practice from a focus on the whole class to a focus on the needs of the individual students.
- on-going, close monitoring of individual student progress against the Literacy and Numeracy continuums.
- evidence-based use of tiered interventions in literacy or numeracy according to need.
Tiered interventions are designed to progressively adjust the intensity and nature of support according to how students respond to interventions. Student progress is closely monitored every 5 weeks at each tier of intervention to determine the need for progressively intense instruction.
Tier 1 interventions provide support through high quality, personalised assessment and classroom teaching that is designed to engage, challenge and support all learners to achieve or exceed expected levels. Targeted Early Numeracy (TEN) used with a whole class is an example of a Tier 1 intervention.
Tier 2 interventions provide timely support through high quality, personalised assessment and instruction that is specific to identified need for individual and small groups of students. This intervention may be provided by the class teacher or a specialist teacher. Language, Literacy and Learning (L3) Kindergarten is an example of a Tier 2 intervention.
Tier 3 interventions provide more intensive, longer term support through specialist assessment and teaching for individual students with complex literacy and numeracy needs. Tier 3 interventions are documented using individual learning plans and follow a lack of response to Tier 2 interventions.