Data Meeting Form and Notes

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

- Eager to learn, seems

to be engaged when he
enjoys the task at hand.
-At times can be
unresponsive. You can
ask a question, and he
will not answer.
-Procrastinates, dawdles.
-seems to have mastered
the title one goals.
-has poor handwriting,
spelling, and sentence

- Student did not

like writing.
When given a
writing
assignment the
student
procrastinated.
We had to adjust,
and stay away
from assignments
that required a lot
of writing.
-Had to make
things more
engaging, give
the student an
opportunity to
choose the
materials being
read.
-We believe that
this student needs
to be working on
more basic skills
such as spelling
and writing.
-We had to find
ways to keep
Yoel engaged. We
did this by letting
him have an
opportunity to
give suggestions
and choose
reading materials.
We gave him the
opportunity to
discuss topics

taught to target
spelling issues.
-Language
Experience
Approach
designed to
engaged students
in picking out
key details

Justin
Newton

structure skills

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.
Discuss
-Diagnostic
- Not eager to leave
- Work on
character
Assessments
classroom, but
spelling
feelings and given
participates in the
- Begin working
responses,
-Interactive Read activities
on more
identifying Alouds followed - Intelligent: knew the
challenging skills
details in a
by discussions
answer to most questions - Possibly move
text,
that center
that I asked
out of morning
identifying around the Title 1 - Enjoyed the activities
intervention
main idea
goals.
that we did even though
in a text.
-Language
he did not initially seem
Experience
excited to come
Approach
designed to
engaged students
in picking out
key details

*Goals: According to the Title 1 teacher

Evaluate and infer character feelings and responses.

Identify story detail within a long/short fictional passage
Identify main idea of a short passage

Questions:

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.

Post Meeting Reflection:

This Morning Intervention has been at times an overwhelming, but overall rewarding
experience. We feel that we have built a relationship with these students. We have gotten to know
them personally as well as academically. Our triad has seen their strengths and weaknesses. We
have learned what intervention truly means, and the time, dedication, and planning that goes into
the process. Our triad agrees that we need to improve a couple of aspects in order to be more
successful in the future. Our team needs to work on communicating, planning as a team, and
setting specific goals. We believe that in order to maximize student achievement and use the
students time wisely, we need to meet with the Title 1 Team or classroom teacher. This would
help us have a better understanding of what exactly the students need. This would also keep us
from blindly assessing the students. If we had been given a clear goal, we could have found
assessments that would have given us useful data in order to accurately understand the level the
students were on. We also struggled with the amount of time allotted for morning intervention.
After the students unpacked, got their breakfast, made their way to the Samford classroom, and
settled for the morning we had about 10-15 minutes to work with the students. On Tuesdays,
Abby W. saw BJ and very rarely Yoel. On Wednesday, Kristen saw all three students. On
Thursdays Allyson saw BJ and sometimes Yoel. We feel that the inconsistent attendance affected
the overall outcome of Morning Intervention. After listening to the class discuss all the issues

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.