Sometimes people complain when there isn’t a system for something, I just create one. When I became an intervention teacher, there wasn’t much of a system in place. There was just the general understanding that students that went to intervention should have something in their CUM. When I looked at CUMS, there was usually a form letter saying the kid had attended intervention. If I’m going to spend my year helping kids, I want to make sure it makes a difference.
Today is Part Five in the Intervention Series. You can read them in order if you like.
In Part Four, I told you about giving basic pretests and posttests for most groups. That information I gather becomes part of the progress reports I make for each student.
This picture is an example of my progress reports. You can see that not every intervention lesson ended up with a test. I leave that up to the teachers when they submit a referral. You can also see that this student was absent for some pretests and a posttest.
I can’t attend all conferences because I see hundreds of students in a trimester. However, this was a student I saw a lot. I would attend this students conference and tell the parents how proud I am of the students hard work. It is great to come in and show successes the student has had to balance some of the grades they may have gotten on their report card. I’d also talk with the homeroom teacher and family about practicing multiplying decimals at home with a simple game. Homeroom teachers have so much happening. It is hard to fill in gaps while teaching everything. As an interventionist, I can help make sure student have the basic foundational skills they need to be successful this year and in coming years.
Progress Reports can also be helpful for homeroom teachers. Teachers are constantly tracking students. An Intervention Progress Report can be a useful data point when homeroom teachers are working with a team to determine what a student needs.
Looking at this progress report, the teacher and I could discuss the fact that the student meets goals in ELA but not in math. The student is making progress but the progress is slow given two weeks of small group targeted instruction. This documentation can be helpful in the SST process.
When I’m busy or tired and wondering if I’m crazy for creating a system to document my students’ progress that wasn’t required of me, I remind myself that this data can help. Whether I’m communicating success for students that often have other types of progress reports or communicating specific concerns, the data is valuable.