Intervention Audit

Listening to students through empathy interviews allowed me to put them and their experiences at the forefront of my mind as I examined the intervention system at my school. 

This project began with listening to students through conducting empathy interviews about mathematics. I asked questions about what they like about math, how they feel about math, when they felt good about math and when they felt bad about math.  It was very eye opening and allowed me to keep these students in mind as I was examining the current intervention system we have in my school.  I evaluated the structures we have specifically in third grade and do feel like we are providing the opportunity for all students to learn mathematics, (III.iv.a).  We meet bi-weekly to check in on students while we analyze their work.  Depending on how students are doing, we may adjust the group the student is in, adjust the skills we are focusing on, or change up the materials we are using, (III.iv.b), or sometimes it appears that we should just keep moving forward with the plan we had already set in place. 

To ensure that every student has access to appropriate opportunities to learn mathematics, I have written two mathematics intervention goals to systematically plan for interventions using student data. This are fairly accurate to the way we plan for our current groups in third grade.  I am advocating for this to be replicated for other grades in our school because we are seeing success, (III.iv.d). 

Mathematics Specialist Standards 

Pedagogy Standards, from AMTE, 2013:

Leadership. Mathematics Specialist professionals are expected to:

III.iv.a. Evaluate educational structures and policies that affect students' equitable access to high quality mathematics instruction, and act professionally to assure that all students have appropriate opportunities to learn important mathematics.

III.iv. b.  e.g., Evaluate the alignment of mathematics curriculum standards, textbooks, and required assessments and make recommendations for addressing learning and achievement gaps;

III.iv.d. Advocate for the rights and/or needs of all students and to secure additional resources as needed.