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Virginia Run emphasizes progress monitoring as "backbone" of intervention work
Summary
Principal Dave Kirschner said teachers at Virginia Run now collect intervention data regularly, enter monthly reading data and review progress at every CLT meeting so referrals feed grade‑level spreadsheets tracking student progress over multiple years.
Dave Kirschner said the school has made progress monitoring the central practice behind its intervention work: teachers collect intervention data regularly, enter reading data monthly and use CLT meetings to review progress and identify who needs additional support. "Progress monitoring really became the backbone of everything we do," Kirschner said.
Kirschner described linking referral data directly to grade‑level spreadsheets to maintain a living record of each child’s multi‑year journey so teams can respond "with urgency as well as precision." He said this structure enables teams to ask deeper questions about which students make expected growth and which students need extra problem solving, and credited sustained collaboration among teachers, specialists and families for making the approach work.
School staff also described staffing and program choices to support the monitoring system, including intervention teachers and an HIT tutor providing tier 2 and tier 3 instruction in grades 3–6. The presentation included no district policy changes or formal votes; it described operational practices at the school level.
