Learning Support

Learning Support

RTI (Response to Intervention) at Curtin Primary School

Curtin Primary School supports a flexible and adaptable model of learning support, based on the Response to Intervention (RTI) framework.

All students at Curtin Primary are assessed through a consistent and school-wide assessment schedule.  This data is used to identify students who are not making expected progress, and to target students for whom some intervention would be beneficial.

Targeted support is based on individual needs, with the recognition that diversity among students requires similar diversity in teaching approaches.

Support is provided through the following three-tier RTI framework.

Image provided by the ACT Learning Difficulties Taskforce, ACT Department of Education

Extension: Response to Intervention – Two-pronged approach

This recognises that differentiating teaching is used for provision of both remedial support and extension.  EALD (English as an Additional Language or dialect) students may be may need assistance with the English language even if they form part of the group with advanced academic ability.

Response to Intervention:  Learning Support

Tier 1

Classroom practice


  • universal screening through school-wide assessment schedule
  • differentiated small group work within the classroom
  • targeted whole and small group teaching within the classroom based on observed need (formative assessment)
  • Students receiving compensatory support in the classroom (e.g. assistive technology)

Tier 2

Small group context, either within the classroom or as a withdrawal group

Short-term, targeted interventions based on learning needs


  • Students working in small groups with a learning support assistant, with learning targets in areas including fine motor skills, mental computation, phonological awareness, spelling and sound-letter correspondence
  • Students receiving short-term intensive daily literacy support from the literacy support teacher (e.g. 2-3 weeks), or regular check-ins (e.g. individual reading sessions a few times a term)
  • Students working in small groups for EALD support, or receiving EALD support within the classroom

Tier 3

Intensive individual support in a withdrawal setting

Short-term targeted teaching on a daily/frequent level


  • Students receiving daily literacy support (Reading Recovery style) for up to 20 weeks
  • Students receiving ongoing and intensive EALD support (e.g. individuals/groups of 2-3 students lessons several times a week)

Learning Support Centre

Curtin Primary School operates as an area facility for Special Education. Resourcing is provided for up to 15 students who require intensive support using an Integrated Resource Model approach. A special education teacher and an assistant are provided. Placement is organised through the Department. The purpose of this resource is to provide small group and/or individual instruction to students experiencing a range of educational needs, especially in literacy and numeracy. Ongoing resourcing depends on an annual assessment of need. All students are also placed in mainstream classes.

Learning Assistance

This program is designed to assist children who have been at school for a year and are finding difficulty with the reading and writing process. The intervention program usually lasts for 20 weeks and is carried out on a one-to-one basis. Following this, the classroom teacher monitors the situation carefully and discusses progress with the Reading Recovery Teacher, with provision for ongoing assistance where necessary.

English as an Additional Language/ Dialect (EALD)

EALD learners are bilingual learners which means they are linguistically skilled. Children learn a new language by making connections with the languages they already know. This means that their first language is a help, not a hindrance. An EALD teacher provides assistance for children in mainstream classes whose first language is not English.  Depending on the need, assistance is provided in the classroom or on a withdrawal basis.