One on One Interventions: 11InterventionsGoals.docx

 
 
 
11InterventionsGoals.docx
Student Handout
 
 
This template is used to review a specific math skills goal with a student. In order to help them understand their goal and how to achieve it, we review the goal, how to master the skill, and what they need to do to practice.
  • 11InterventionsGoals.docx
Student Handout
 
 
This template is used to review a specific math skills goal with a student. In order to help them understand their goal and how to achieve it, we review the goal, how to master the skill, and what they need to do to practice.
 
Feedback Systems

One on One Interventions

1:1 interventions take place with students who are far below grade level. Though we try to keep them exposed and practicing grade level content, I need to meet with these students additionally to spiral in remediation support so they can better access the content we learn as a class.

Strategy Resources (2)
Student Handout
 
 
This template is used to review a specific math skills goal with a student. In order to help them understand their goal and how to achieve it, we review the goal, how to master the skill, and what they need to do to practice.
 
Student Handout
 
 
This template is used to review a specific math skills goal with a student. In order to help them understand their goal and how to achieve it, we review the goal, how to master the skill, and what they need to do to practice.
Stephen Pham
Rocketship Si Se Puede Academy
San Jose, CA


 

About this strategy

Prep Time:
Moderate
Subject:
Math
Grade:
Fifth grade
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Assessment & Data
Leveled Interventions

While the majority of students are working on leveled online practice, I pull groups for leveled interventions. In these targeted small gropus, I give support to students practicing the same level so they can advance to the next level. We identify the skill at hand, work on some practice problems using white boards, and then spend time working on the online practice individually. Students have the opportunity to collaborate, supporting each other in figuring out the skill to pass the level.

 
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I group my students into three proficiency groups - Mild, Medium, and Spicy. This is a system of general differentiation that allows me to easily assign practice or even homework. Students know their level and know that the assigned practice is likely best for them. Their level is also assigned to them based on various factors, including benchmark assessments, formative assessments, and informal observations made in class on a daily basis. I encourage my students to challenge themselves to try a "spicier" level when they're ready. This gives students the flexibility to try harder material and excel at an appropriate and personalized pace.

 
 
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