Schools and districts support intervention work in different ways. Consider which of the following approaches works best for your circumstances.

Teachers can collect reassessment results to monitor the impact of classroom interventions, including whole-class Tier 1 interventions.

Using the reassessment feature in the spreadsheet tool, teachers can collect results from multiple administrations of the same assessment.

Learn more about entering data in Forefront.

If your school or district has a dedicated interventionist or intervention team, interventionists can create flexible groups of students in Forefront. Forefront uses the term class to refer to a group of students.

If your school or district uses the Universal Screeners for Number Sense, or USNS, Forefront may have already created one or more intervention courses for you. District leaders can further configure these courses or create custom intervention courses, as outlined in Configure Intervention Courses.

Interventionists are generally assigned the building leader role. Learn more about user roles.

Building leader permissions make it easier for interventionists to review grade-level performance and reports, identify groups of students and areas of need, and assign students to an intervention course.

Interventionists can create groups using any student records they have permission to access. They may have access because:

If interventionists do not have building leader permissions, classroom teachers can share the appropriate students with them. Interventionists must have access to the student records before they can add those students to an intervention class.

Less commonly, schools may roster intervention groups directly in Forefront. Learn more about rostering methods.

Data can be collected for the same assessment multiple times. In this case, there are generally three models:

An assessment may be used as a pre- and post-assessment. Even if the tasks are different on the reassessment, the item-by-item skill alignment remains identical.

This model is most commonly used with students who struggled across an assessment and performed in one of the lowest performance categories compared with grade-level peers. Students in this category may receive strategic, targeted supports.

The pre-assessment can help identify students and areas of need. The post-assessment can then be used to monitor the impact of the intervention.

With the pre- and post-assessment model, teachers have flexibility in how they review student growth. They can access overall, standards-level, item-analysis, growth, and series reports.

For targeted Tier 1+ or Tier 2 interventions focused on specific skills, teachers or interventionists may reassess only the skills addressed during the intervention.

In the example above, a teacher has been working with a group of three first-grade students on a place value intervention involving tens and ones. After nearly two weeks of intervention, the teacher reassessed the skill.

The teacher collected reassessment results for Interview Task 5 only, rather than readministering the other tasks on the assessment.

Skill-specific reassessment is the recommended model for strategic interventions.

If your school or district uses the Universal Screeners for Number Sense (USNS), the assessments have parallel tasks that can be used progress monitoring. Find those linked below.

When teachers want to review overall performance rather than only item-level performance, they can merge results from the first administration for tasks that were not included in the reassessment.

This may be helpful when external reporting requirements still require an overall result, even when students are receiving more targeted interventions.

To merge results or select which results should display, including the most recent or earliest results, navigate to the data collection spreadsheet. Hover over the Summary tab to access the three-dot menu.

Click the three dots to open the menu.

Choose the option that determines which data will be included in the summary and related reports.

These settings affect how results appear in reporting when only partial reassessment data has been collected.

If the progress-monitoring probe used to evaluate student growth changes, the assessment will need to be cloned and modified. For example, this may apply when performance criteria change at different points in the academic year.

In this situation, teachers would not use the reassessment feature to collect progress-monitoring data.

Learn more about how to clone and modify assessments.

Explore resources related to monitoring student growth and progress, looking at growth in the reporting suite, and reporting results to families.

Read the Using the USNS Within an MTSS System for a comprehensive overview of how to use Forefront's USNS assessments for screening, goal-setting, and progress monitoring.

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