Professional Documents
Culture Documents
Student
Target
Skill
Interventio
n Strategy
Observation/Dat
a
Adjustment
s in
Instruction
BJ
Coteat
Discuss
character
feelings and
responses,
identifying
details in a
text,
identifying
main idea
in a text.
-Diagnostic
Assessments
given
-Interactive Read
Alouds followed
by discussions
that center
around the Title 1
goals.
-Phonemic
Awareness and
Phonics lessons
taught to target
spelling issues.
-Language
Experience
Approach
designed to
engaged students
in picking out
key details
-Loves conversations
about his personal life
-is very well spoken
-seems to get off task
easily
-Students seems to have
mastered goals set by
title 1 teacher
- has poor handwriting,
spelling, and sentence
structure skills
Yoel
Chaves
Discuss
character
feelings and
responses,
identifying
details in a
text,
identifying
main idea
in a text.
-Diagnostic
Assessments
given
-Interactive Read
Alouds followed
by discussions
that center
around the Title 1
goals.
-Phonemic
Awareness and
Phonics lessons
Justin
Newton
Discuss
character
feelings and
responses,
identifying
details in a
text,
identifying
main idea
in a text.
taught to target
spelling issues.
-Language
Experience
Approach
designed to
engaged students
in picking out
key details
structure skills
-Diagnostic
Assessments
given
-Interactive Read
Alouds followed
by discussions
that center
around the Title 1
goals.
-Language
Experience
Approach
designed to
engaged students
in picking out
key details
Questions:
that he was
interested in. We
designed our
lesson materials
around things that
could openly
allow them to
talk/write about
things they
enjoyed.
-In the future, we
believe this
student should be
working on more
basic skills such
as spelling and
hand writing.
-We believe that
this student could
be moved out of
title 1 in the
coming semester.
-Does this student
have any
additional
issues/goals that
need to be
worked on?
-We needed to
work on overall
engagement with
this student, just
like the previous
two.
1. How can we communicate with teachers and other instructional staff to maximize student
achievement and give them the instruction they really need?
2. How can we differentiate for the different learning levels in the triad?
3. How can we manage the different needs in the triad?
4. What would be the best way to maximize our time in Morning Intervention? Would there
be a way for us to get the students earlier, or bring them back later?
Challenges:
1. Our first challenge was time. It was hard to get all three students in the room at the same
time. The students normally came in around 7:40-7:50, leaving about 15 minutes for
morning intervention.
2. Our triad could have done a better job with overall communication and planning.
3. It would have been very helpful to have a goal that we knew students needed to work on
before the Morning Intervention started. For example, the Title 1 teachers gave us a goal,
but the students had already mastered this goal. The morning intervention would have
been much more successful had we been able to set a clear goal at the beginning of the
semester and work towards that one goal.
Future Goals:
We believe that all three students would benefit from instruction in spelling, writing, and
sentence structure.
presented in Morning Intervention, I realize we could have done a lot of things differently. As a
student, it was hard to push aside the idea of getting a good grade. At times, we made the
Morning Intervention process a checklist. While we had every intention of helping the students
achieve their goals, we got lost in the sea of assessments and checklist. This Morning
Intervention experience has taught us the importance of putting students needs first. This
process has shown us what it means to work individually with students and hone in on their
specific needs. We believe that this experience will be beneficial as we enter the teaching
profession.