Planning an Intervention Using your eSpark Dashboard

Educator uses data to effectively plan targeted student interventions.
Made by eSpark Learning
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About this Micro-credential

Note: This micro-credential requires the use of the eSpark iPad or Frontier platform.

Key Method

The educator uses the eSpark dashboard to identify targeted students based on student quiz scores, student videos, or time on task, and plans effective, targeted interventions by analyzing the data to determine how and when they should provide intervention.

Method Components

The eSpark dashboard provides a wealth of information about each student’s individual progress within the platform; however, interpreting and leveraging this wealth of data can sometimes be overwhelming. Using various techniques, an educator can isolate the data on the dashboard to target individual students who may be in need of intervention, and plan an effective intervention by asking the right questions of the data to determine how, when, and with whom they should reteach or provide intervention. An effective eSpark intervention includes the following components:


An educator uses the eSpark dashboard to identify and determine reasons why a student may be in need of intervention or support, which include:

  • A student has been on a quest for more than one month or has not logged on to eSpark for over a month
  • A student has failed their post-quiz on their first, second, or third attempt
  • A student has failed their post-quizzes for the last few quests
  • A student is missing the same type of question repeatedly in their post quiz
  • A student demonstrated a skill misconception in their student video


An educator prioritizes students who are in most immediate need of support by asking the following questions:

  • Is there a foundational misconception that blocks a student from going on to learn new content in this domain?
  • Has a student been unsuccessful in eSpark for an exceptionally long time?
  • Is there an obvious skill gap that prevents this student from moving on?
  • Is there a question type in the quiz that is stumping this child?


An educator drafts an effective intervention plan by incorporating the following steps and ideas:

  • Identify the root of the problem from the data.
  • What is the skill gap or misconception preventing this student from being successful?
  • What must your student learn or demonstrate competency in to master this skill? State the objective/learning target of this lesson plan.
  • Draft an assessment to measure if this student is in fact able to demonstrate mastery of the skill after the intervention.
  • How, when, and with whom will you reteach this information or provide an intervention? What learning activities are required for you to deliver this intervention?

For more information about using eSpark in your school or classroom, see the Resources section below.

Research & Resources

Supporting Research

  • Buffum, A., Mattos, M., and Weber, Chris. (2010). The why behind RTI. Interventions that Work. 68(2), 10-16.
  • Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education, 31-37.


Essential Information

Additional Resources

Submission Requirements

Submission Guidelines & Evaluation Criteria

The items in this following section detail what must be submitted for evaluation. To earn the micro-credential, you must receive a passing evaluation for Part 1 and a “Yes” for both artifacts submitted for Part 2.

Part 1. Overview Questions

(500-word limit total):

  • Provide your school name and district (optional)
  • Identification: What information on the class dashboard did you use in order to identify students who need intervention? Why was this the most effective data to use?
  • Prioritization: Which student needed your attention most immediately? Why did you need to prioritize this particular student? Explain your rationale.
  • Planning: Based on the student drill down, what evidence did you use to inform the type of intervention the student needed? How did you plan to conduct this intervention?

Part 2. Work Examples/Artifacts

Submit a screenshot of the class dashboard or student drill down, or a downloaded version of the student video that helped identify which student requires intervention and why. (Note: You can download a student video by clicking the orange download button next to the video.) Add any necessary/valuable annotations to draw attention to important information.

Also submit the lesson plan for the intervention including objective, formative assessment, and any additional materials.

Part 3. Educator Reflection (Optional)

Reflect on your experience completing this micro-credential. (300-word limit):

  • What specifically did you learn about using the eSpark dashboard to plan an effective intervention?
  • How do you anticipate applying what you learned in this micro-credential to additional students?
  • Are you able to apply the skills you have learned in this micro-credential beyond the scope of eSpark?

Part 4. Educator Feedback (Optional)

(100-word limit):

  • How was the process of completing this micro-credential?
  • Do you have reflections or feedback on the process that you would like to share with eSpark?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)


Download to access the requirements and scoring guide for this micro-credential.
How to prepare for and earn this micro-credential - in a downloadable PDF document

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