Wilson Primary School is committed to identifying students at risk and implementing effective interventions.
The term ‘At Educational Risk’ refers to students who may not achieve their potential. Each student has the potential to be at Educational Risk at various stages throughout their school life. We aim to ensure that all students have access to resources, services and curriculum that allow them to have equitable outcomes.
Categories of Students at Educational Risk:
- Social and emotional: Students with a high percentage of absenteeism and lateness, experiencing trauma, being in the care of Child and Family Protective Services, or displaying disengaged behaviours.
- Academic: Students not achieving the major learning outcomes in the Western Australian Curriculum, who are excelling, or whose rate of progress, engagement and/or achievement level is significantly different from past performances.
- Behavioural: Students with inconsistent, aggressive or attention seeking behaviours.
- Physical: Students with a medical impairment (such as vision or hearing impairments) that inhibits the ability to demonstrate the learning outcomes in the Western Australian Curriculum.
Multi-Tiered Systems of Support
Wilson Primary School’s Student Services team comprises of the Deputy Principal, Learning Support Coordinator, School Psychologist, Chaplain, and School-Based Community Liaison Officer. This team follows a Multi-Tiered Systems of Support model, working with families and external agencies to support our students.
The Multi-Tiered Systems of Support model provides evidence-based, culturally responsive interventions that increase in intensity in response to levels of student needs. Students may be in different tiers across learning areas. Over time, students may move between tiers within a learning area, as a result of further support being identified or new knowledge and skills being developed. This provides the support needed for the students to progress their learning.
Tier 1 – Universal teaching and learning involves the whole class, with students having common learning intentions and success expectations. Students can learn alongside their peers, with reasonable adjustments made as required.
Tier 2 – Targeted support involves smaller group settings and additional targeted support to achieve common goals. It takes place when students have knowledge or skill gaps that limit their ability to respond to quality Tier 1 teaching and learning.
Tier 3 – Intensive support involves one-on-one planning and/or instruction and is implemented for students requiring greater individualisation and intensity.
