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This practice guide explains how to select and manage targeted reading interventions to support students struggling with foundational reading skills. It’s the fourth part of a series of guidance created in partnership with DSF.

This practice guide explains how to select and administer student reading assessments in an MTSS approach, including identifying important criteria when choosing reading assessments. It’s the third part of a series of guidance created in partnership with DSF.

This practice guide draws on evidence to help secondary school leaders understand assessments and strategies used to support students in an MTSS framework.

What can be done to create more effective transitions from birth to Year 12, to support greater continuity of learning and better student outcomes?

The evidence-based practices presented in this guide can be used to support children’s transitions from before-school care to school and from school to after-school care.

The evidence-based practices presented in this guide can be used to support children with disability or developmental delay as they transition to their first year of school. It's designed to help services and schools work together to achieve more successful transitions.

In this article, Adam Inder shares findings from AERO’s Implementing Effective Tiered Interventions in Secondary Schools' project.

This guide aims to help secondary school leaders and teachers assist students in Years 7 to 9 who have significant gaps in foundational literacy and numeracy skills.

New research from the Australian Education Research Organisation (AERO) and Monash University has identified a potential solution that could dramatically improve learning for those students who are significantly behind their peers.

AERO has partnered with the National Outside School Hours Services Alliance (NOSHSA) to support continuity of learning and development for school-aged children as they move between out of school hours care (OSHC) services and school.

How do we close equity gaps in learning and development, and best support children from disadvantaged backgrounds to catch up to their more advantaged peers?