Strategic StudentIs this intervention working?
You started an intervention and you're collecting weekly scores. Type them in and get an instant graph with an aimline, a trendline, and a clear answer about whether the plan is on pace. No PII. No login. Everything runs in your browser.
Enter the goal and the weekly scores
No PII6 scores read
Your graph will appear here
Enter a goal score and at least one weekly score above. We'll draw the aimline, fit the trendline, and tell you what the pattern says.
The graph
Weekly scores against the aimline.
Keep in mind
- Wait for six or more points before making big decisions. Early points bounce around, and three is the bare minimum to see anything at all.
- Same measure, same conditions, same duration every week, or the graph lies. A two-minute probe on Monday is not the same as a one-minute probe on Friday.
- A flat week is data, not failure. Patterns beat single points every time, so chart the week and keep going.
How this works
The aimline is the pace line. It starts at the first score and climbs in a straight line to the goal by the week you picked. The trendline is what the student is really doing: the one straight line that fits the entered scores as closely as possible. When the trendline climbs as fast as the aimline or faster, the plan is on pace.
The four-point rule comes from data-based individualization practice. Four consecutive points above the aimline means the student is outrunning the goal, so raise it. Four consecutive points below means the current plan is not closing the gap, so change something about the intervention before changing anything about the goal.
The trendline is an ordinary least-squares fit, which is just the math for drawing the single straight line that sits closest to all of your points at once. Sources: the National Center on Intensive Intervention on progress monitoring and data-based individualization, and the MTSS Center's student progress monitoring tool for data collection and graphing.
This graph decides whether the intervention is working, never whether the student is. When the line is flat, change what we're doing, not how we see the student.