Purpose

Use this tracker to see if a reading intervention is working. Record data every week. Make a decision every six weeks.

Section 1: student and intervention

• Student name: ________
• Grade: ________
• Teacher or interventionist: ________
• Intervention program name: ________
• Group size (1:1, small group): ________
• Sessions per week: ________
• Minutes per session: ________
• Start date: ________

Section 2: baseline

Take three baseline probes before starting. Use the middle score.

Section 3: goal

• Target skill: ________
• Target score: ________
• Target date: ________
• Expected weekly growth: ________

Section 4: weekly log

Section 5: six-week decision

Plot the scores on a simple line graph. Compare them to the goal line.

Check one. Use your board's decision rules if it has them.

• Three or more points above the goal line. Raise the goal.
• Points on or near the goal line. Continue as planned.
• Three or more points below the goal line. Change the intervention.

If changing, choose one change at a time:

• Add sessions per week

• Lengthen sessions

• Reduce group size

• Reteach a missed skill

• Switch program

• Decision made: ________

• Reason: ________

• Date: ________

• Shared with parents (date): ________

Section 6: attendance check

Low attendance hides real progress. Before changing the intervention, check this.

• Sessions planned: ________
• Sessions delivered: ________
• Attendance rate (%): ________

If attendance is under 80%, fix attendance first. Then reassess.

Section 7: student voice

Ask the student every six weeks. Record their words.

• What is getting easier? ________
• What is still hard? ________
• What helps you most? ________

Tips for clean data

• Use the same probe type each week.
• Test at the same time of day.
• Use a timer for fluency probes.
• Score right after the probe.
• Keep one tracker per student.

Sharing results

Share the graph at IEP reviews and parent meetings. A picture of progress is easier to read than a table. Invite the student to explain their own graph.

Reminder

This tracker monitors progress. It is not a diagnostic tool. Refer concerns about a possible learning disability to the school psychology team.