Another form involves monitoring performance systematically so that interventions can be made when necessary. Funding is directed broadly towards achieving improved outcomes, and the success of a specific program is measured in terms of the achievement of those outcomes. Resources are allocated on condition that certain requirements are met, but those requirements are not expressed in terms of outcomes measured by any formula. The strategic intervention approach appears to be the best way to describe many of the approaches currently being used in both the government and non-government school systems throughout Australia. It has a strong focus on outcomes, using them to guide policy, in contrast to applying an outcomes-based funding formula.
Most schemes use the existing line-management structures in schools to intervene.
It might also be possible to imagine special interventions being put into effect by staff who are specially trained in initiating and managing change that is achievement oriented. Compensatory High based on students with poor performance in foundation skills. Medium data requirements as in systemic assessment programs. Incentive Low would direct funds to students with lowest need. Low no guarantee that high performance arises from school program rather than intake characteristics.