Good schools are able to take interventions and analyze their effectiveness through the use of data. Great schools, however, are able to take data and translate it directly into the creation of appropriate interventions. Real interventions occur when we offer extra support, both in and out of the classroom. This applies not just to students who are struggling to meet grade level standards, but for all students who are in need of other approaches in order to reach their next level of success. Sometimes our greatest interventions are the ones that come as a result of the way we utilize our time intentionally.
When you operate with a culture that assumes responsibility, collaborate in a way that embraces that charge together, align your work to standards, assess those standards, and measure your success by discussing real data, then and only then will true interventions be created. To take a less systematic approach in creating interventions may create some results in the short term, but it will never develop the kind of sustainable success that will help to get our students on the path to college from an early age.