![]() Arbor’s built-in Interventions module makes planning, monitoring and reporting on interventions easy, and saves you hours a week on repetitive data entry & admin tasks. With all of the above, you should be able to lean on your MIS system to do some of this work for you. Remember, the outcome must be measurable. Continually monitoring each student’s progress towards the intervention’s desired outcome is essential. I made this mistake early on in my career: if students are leaving my lesson to work with a Teaching Assistant on their literacy, surely that will help them to improve? Ultimately, every child is unique what works for one student may not work for another. It’s easy to start an intervention initiative and expect it to “just work”. Step 5: Make sure you’re monitoring progress You should have an answer for all these questions before you begin scaling up your intervention, otherwise you might find yourself in a difficult situation. Image 2: How to measure & track intervention costs in Arbor’s MIS What’s the best way to continually monitor impact?.How do I make sure students attend my interventions?.How can I best manage resources? (e.g.How do I keep parents and other members of staff informed about the progress of the intervention?.How will this affect students’ learning time?.When doing so, it’s always wise to keep the following in mind: Once you’ve got something that works, you’ll need to scale it up. Start your test groups at the start of the year, learn from them first, then build up to whole school initiatives. This approach is incredibly costly in terms of staff time and financial resource, and often doesn’t yield good results. I’ve spoken to schools that have conducted blanket after-school interventions across large sections of the student body, especially during key points of the year like SATs, or GCSEs. Share the intervention’s outcomes with them and ask them if they think they’re making progress after all, they are the key stakeholders! It’s much easier to plan your next steps and measure progress when you’re dealing with a small, manageable group of young people, and it’s also a much better way to get feedback from the students themselves. I’ve always found that starting small, or using a ‘control group’ of students is a great way to test out your intervention and to learn what does & doesn’t work. Image 1: Our MIS helps you plan the dates, participant criteria and outcomes of your interventions, and schedule intervention reviews What individual strategies an we put into action?. ![]()
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