Early Intervention Strategy

At King’s we believe that it is crucial that early identification and appropriate intervention occurs in the early years to prevent some children having substantial difficulties in later years.

The Early Literacy Intervention Strategy targets Junior Primary students identified as at risk in literacy and numeracy. Identification is made through the administering of variety of screening tools across reception to Year 2.

Some of the early intervention strategies include:

  • Sensory Integration
  • Earobics Phonological Awareness Program
  • The Listening Program
  • Speech/Language groups
  • Jellybeans Coordination Program
  • Reading Recovery (Year 1)
  • Emu Maths
  • Vision Screening 

 

The Listening Program 

Reading Recovery

 

 

Jelly Beans Co-ordination Program

Identified students are invited to join the program. Early identification is crucial to assist students to participate more fully in classroom and playground activities as these difficulties impact on development, learning and behaviour. Research shows a correlation between poor motor skills and school readiness. 60% of students identified with poor motor skills problems also have problems in areas such as:

  • Speech and language
  • Short attention span
  • Poor listening
  • Poor self concept
  • Learning difficulties
  • Developing counting skills (forwards, backwards, skip counting, counting on, counting on from any starting point, knowing where and how numbers "fit" together on number charts.)
  • Place value . . . the idea of ten as a base unit; exploring the patterns within our number system and extending and generalizing these patterns.
  • Fact understanding and retrieval. This includes a focus on tens facts, double facts and derived strategies.

Emu Maths

Identified children are given targeted instruction within a small group (maximum of 4).The length of the program varies for each student. Instruction continues until the student can reach age appropriate mathematical growth points; as identified through the Early Years Numeracy assessment.Three key components of the program include:

Reading Recovery

The program is offered to Year One students who have been identified as meeting the criteria through the Marie Clay Observational Survey.Students work with a trained Reading Recovery teacher. Lessons are 30 minutes long, 5 times a week.Students are on the program for up to 20 weeks. They continue to be monitored for some time after they have completed the program to ensure that they are progressing in their classroom environment at the same rate as their peers.The success of the Reading Recovery program is due to individualised instruction by highly trained teachers carefully observing and interacting with each student as a reader and writer.

The Listening Program

The program is offered to students who have been identified as meeting the criteria through a variety of assessments.Students are involved with TLP for 5 days per week, undertaking daily sessions for 15 minutes each morning and afternoon. Listening cycles are 20 weeks. The program is conducted in a withdrawal area. Students participate in a variety of non-intensive activities during listening sessions, such as drawing.

Students are tested before and after the cycle and results are communicated to parents.

It is a safe, effective, drug free approach that helps improve brain function, reduces stress and trains the brain in auditory skills needed to effectively listen, learn and communicate. The primary purpose Of TLP is to bring the auditory system into balance.

Vision Screening

Research has shown that many students who experience learning difficulties throughout their schooling have in fact vision problems that have gone undetected. According to experts, almost 50% of children with learning difficulties have vision disorders. In most cases these problems can be successfully treated leading to improved learning and better grades.

As part of our early intervention strategy we vision screen year two students each year.

The program we are using is the LIFE Vision Screener for Schools. This program is a computer program which is non-intrusive and takes about 10 minutes to administer. The results will give us an indication as to whether a student needs to be assessed more comprehensively by an optometrist.

Sensory Room

The sensory room offers multi-sensory equipment in a safe and therapeutic space. This space is specifically designed and utilized to promote self-regulation, resilience, crisis de-escalation strategies, as well as a host of other therapeutic exchanges (to teach skills, offer a variety of therapeutic activities, etc.)

Sensory equipment can help develop key life skills including vocalization, fine and gross motor skills, body awareness and motor planning.

King's Baptist Grammar School | 3 Keithcot Farm Drive, Wynn Vale SA 5127 | P.O. Box 64 Modbury North SA 5092 | Ph. (08) 8289 0222 F. (08) 8289 1622

ABN 85 693 637 001