Targeted Literacy and Numeracy Intervention – Small Group Learning

Policy

This policy outlines considerations for the delivery of targeted small group intervention for students who are identified as performing significantly below their age-expected standard in one or both of literacy and numeracy.

Summary

• Targeted literacy and numeracy intervention through small group learning (‘small group learning’) is an effective, evidence-based teaching practice provided to students in groups of up to 5.
• Small group learning is a tier 2 intervention within Victoria’s Multi-Tiered System of Support, designed for students who are not making expected progress and are performing significantly below their age-expected standard in literacy and/or numeracy.
• Funding is provided to schools to deliver small group learning through the Literacy and Numeracy Early Intervention Program, the Koorie Literacy and Numeracy Program, and the Middle Years Literacy and Numeracy Support Initiative.
• Refer to the Guidance tab for information on small group learning in Victorian government schools and implementation requirements under the different funding schemes.

Details

Small group learning is recommended for students who are not making expected progress with general classroom instruction and therefore require additional supports and tailored instruction. Small group learning is an evidence-based, tier 2 intervention within Victoria’s Multi-Tiered System of Support.

The Australian Education Research Organisation (AERO) describes a multi-tiered system of support (MTSS) (PDF) as the best way to organise support for students who need additional support with literacy and numeracy. The department uses this tiered intervention framework which invests in:

• Tier 1: Evidence-informed instruction provided to all students
• Tier 2: Targeted additional instruction, often in small groups
• Tier 3: Intensive and individualised instruction alongside Tier 1 and sometimes Tier 2.

Through the implementation of the Victorian Teaching and Learning Model 2.0 (VTLM 2.0), all students in Victorian government schools receive high-quality evidence-based instruction within their classrooms. The VTLM 2.0 has explicit teaching practices at its core. Evidence demonstrates that explicit teaching practices are most effective at delivering strong learning outcomes for the majority of students, including priority cohorts.

For students who have knowledge and skills gaps that prevent them from making progress with general classroom instruction alone, additional supports are provided through small group learning. This involves small group settings of up to 5 students, with students receiving increasingly tailored instruction and targeted support to achieve the learning relevant to their common goals.

Intensive and individualised support by a staff member trained in evidence-based intervention are to be provided to students not making progress from general classroom instruction and small group learning. These students may require individual instruction focused on their specific areas of need.

Small group learning as Tier 2 intervention

Research shows that small group learning is one of the most effective interventions to improve literacy and numeracy outcomes, such that on average, over the course of the year, primary school students show gains of an additional 4 months of learning, with the learning gain in secondary schools being 2 months. Additional information about the research supporting small group learning can be found on the Resources tab.

Small group learning is a short-term intervention designed to address specific learning gaps, enabling students to build towards their age-expected level in literacy or numeracy.

In Victorian government schools, targeted small group learning sees one teacher working with up to 5 students together, to enable the teaching to focus exclusively on the learning needs of a small number of students.

Small group learning can be implemented both in and out of the classroom:

• In-class: an additional teacher works intensively with a specific group of students who have been identified as requiring additional support, alongside the regular classroom teacher.
• Out-of-class: identified students participate in separate sessions timetabled to either coincide with or be in addition to their existing English or mathematics classes.

The Literacy and Numeracy Early Intervention Program (LNEIP), Koorie Literacy and Numeracy Program, and the Middle Years Literacy and Numeracy Support (MYLNS) initiative provide funding to government schools to deliver small group learning. Refer to the Guidance tab for more information and implementation requirements under the different funding schemes.

Related policies

• Assessment of Student Achievement and Progress Foundation to 10
• EAL Support and Funding
• Framework for Improving Student Outcomes (FISO 2.0)
• Individual Education Plans (IEPs)
• Koorie Education
• Reporting Student Achievement and Progress Foundation to 10
• Re-engagement Programs
• Software and Administration Systems: Resources
• Student Resource Package – Early Years Koorie Literacy and Numeracy Program
• Student Resource Package – Extended Koorie Literacy and Numeracy Program
• Student Resource Package – Overview
• Victorian Teaching and Learning Model 2.0

Contact

Schools can direct queries as follows:

• for queries about targeted literacy and numeracy intervention - small group learning in your school, contact your school’s education improvement leader (EIL)
• for general queries, contact: small.group.learning@education.vic.gov.au
• for queries regarding funding, contact the School Financial Management Support Unit: schools.finance.support@education.vic.gov.au
• for queries regarding the LNEIP, refer to the Literacy and Numeracy Early Intervention Program guidance chapter
• for queries regarding the KLNP, refer to the Koorie Literacy and Numeracy Program guidance chapter
• for queries regarding MYLNS, refer to the Middle Years Literacy and Numeracy Support initiative guidance chapter.