Student Services at Dianella Heights
Dianella Heights Primary School is committed to identifying students at risk and addressing the needs of students as early as possible. The team of Student Services at Dianella Heights consists of the Associate Principal, Learning Support Coordinator, the school Nurse, the school Psychologist and the School Chaplain. Under normal circumstances your child will receive three health checks during primary schooling, unless some specific complaint is detected which requires further follow up. In such cases parents will be advised.
Children with learning difficulties or problems that affect learning, may, with parent approval, may be assessed by the School Psychologist. For students who require specific and intensive support, plans are designed to address limited progress in areas of targeted intervention (major modifications may be required). Programs may replace or where possible will be additional to classroom instruction. These are delivered in small groups or individually. This requires collaboration with external agencies and the development of an Individual Education Plan. Children may have individual education plans or individual behaviour plans developed in partnership with parents to address their needs. For more information please refer to our Students at Educational Risk Policy Please CLICK HERE.
Student Services Team
Michelle Robins Student Services Manager
Kelsey Currie School Psychologist
Karen Richards Learning Support Coordinator
The team meets regularly to discuss student referrals and support options for teachers and students and to coordinate the implementation of our three tier Response To Intervention model.
RESPONSE TO INTERVENTION
The Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behaviour needs. The process begins with high-quality instruction and universal screening of all children in the general classroom setting. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including teachers, specialists and Education Assistants.
Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the duration and intensity of interventions are based on students level of progress. The essential components of this approach include:
High-quality classroom instruction
Ongoing student assessment
Targeted teaching and learning adjustments A team approach and ongoing parent consultation and involvement
Current Intervention Programs
Dianella Heights implement structured intervention programs for students who require specific and intensive support. Plans are designed to address limited progress in identified areas. Programs provide additional support to classroom instruction, and are delivered in small groups or individually. For more information please refer to our Students at Educational Risk Policy.
MultiLit, MiniLit and Pre-Lit Reading Programs
These evidenced based programs cater for students who have not acquired the basic skills needed to become functional readers. This program targets children who need intensive, systematic reading instruction so they do not fall further behind. These reading support programs develop the child’s sight vocabulary, phonic knowledge, decoding skills, reading fluency and comprehension skills. A trained staff member works with a child or group of children for half an hour three or four times a week.
Small Group Literacy & Numeracy Programs
The literacy program focuses on developing students’ sight vocabulary, phonic knowledge, reading fluency and important spelling rules and skills. Students work with an experienced staff member in a small group setting.
The numeracy program focuses on the critical elements of mathematics, including: place value, basic number facts, mental maths, times tables and mathematical vocabulary. It is essential that students develop automaticity of these key mathematical elements, and move this knowledge from short term to long term memory. Highly trained staff members work with small groups to develop student’s mathematical skills.