How to Progress Monitor Students During Math Intervention

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One of the biggest challenges in math intervention is knowing whether students are actually making progress.

It's easy to assume that students are learning because they seem engaged during lessons. However, effective intervention requires more than observations alone. Progress monitoring helps us determine whether students are responding to instruction and allows us to make informed decisions about next steps.

The good news is that progress monitoring doesn't need to be complicated or time-consuming.

What Is Progress Monitoring?

Progress monitoring is the process of regularly collecting information about student performance to determine whether students are making adequate growth toward a learning goal.

Think of it as a GPS for intervention.

Without progress monitoring, it's difficult to know:

• If students are improving
• Which skills still need support
• When students are ready to exit intervention
• Whether instructional changes are needed

The goal is not to create more paperwork. The goal is to gather meaningful information that helps drive instruction.

Step 1: Identify a Specific Skill

One of the most common mistakes I see is trying to monitor too many skills at once.

Instead, focus on one clearly defined skill or learning target.

Examples include:

• Combinations of 10
• Addition within 20
• Counting by tens
• Comparing two-digit numbers
• Multiplication facts

The more specific the goal, the easier it is to measure progress.

Step 2: Collect a Baseline

Before beginning intervention, determine what students can currently do.

This baseline serves as your starting point and allows you to measure growth over time.

A baseline assessment can be:

• A short interview
• A quick task
• An exit ticket
• A brief assessment

Keep it simple and focused on the target skill.

Step 3: Monitor Frequently

Progress monitoring should be quick and consistent.

I typically collect data:

• Weekly for intensive intervention groups
• Every 2–3 weeks for students making steady progress

The assessment should take only a few minutes.

Remember, intervention time should be spent teaching, not testing.

Step 4: Use Multiple Sources of Evidence

A common misconception is that progress monitoring only comes from formal assessments. Some of the most valuable information comes from everyday instruction. Consider collecting evidence from:

Student Work Samples

Save examples of student work over time. These samples often reveal growth that may not appear in a single assessment score.

Exit Tickets

A few targeted questions can provide powerful information about student understanding.  I really like use Dry Erase Pocket Sleeves to help save on paper while still collecting the data.

Dry Erase Pocket Sleeves

Amazon Product Description 

Teacher Observations

Pay attention to:

• Strategy use
• Mathematical reasoning
• Accuracy
• Confidence

Quick Checks

Brief assessments can help determine whether students have mastered specific skills and are ready for the next learning target.

Step 5: Look for Trends, Not Perfection

Progress monitoring is about growth, not perfection.

Students rarely improve in a straight line.

Instead of focusing on a single score, ask:

• Is the student improving over time?
• Are errors becoming less frequent?
• Is the student using more efficient strategies?
• Is confidence increasing?

Small improvements often lead to significant long-term growth.

Step 6: Let the Data Guide Instruction

The purpose of progress monitoring is action.

If students are making strong progress:

• Increase complexity
• Introduce new skills
• Consider exiting intervention

If progress is limited:

• Provide additional practice
• Adjust instructional strategies
• Incorporate more concrete models
• Revisit prerequisite skills

If progress is limited, the data should help guide your next instructional decisions. Consider whether students need additional time and practice on the current skill, a different instructional approach, or support with a prerequisite skill that may be creating a barrier to success.

For example, a student struggling with addition within 20 may actually need additional support with number sense or combinations of 10 before they are ready to be successful with more advanced strategies.

Professional judgment plays an important role in this process. As you gain experience analyzing student data and observing student performance, you'll become more confident in determining whether to continue instruction on the current skill, adjust your teaching methods, or revisit foundational concepts. The goal is to use the data to make informed decisions that best support student growth.

Common Progress Monitoring Mistakes

Monitoring Too Many Skills

Focus on one priority skill at a time.  When you are monitoring too many skills it will take longer to see progress as your instructional time will be spread across multiple skills.

Waiting Too Long to Collect Data

Frequent checkpoints provide better information than one large assessment. While teacher observations are great, you will want to complete progress monitoring to ensure your observations align with the skill growth and to help guide your future instruction.

Collecting Data Without Using It

Data only matters if it informs instruction.  As a math interventionist you can collect all sorts of data but without using the data to guide your instruction it becomes a waste of time.  

Making Assessments Too Long

Short, focused assessments are often more effective than lengthy tests.  Progress monitoring is a short check to see if the students are making progress towards mastering the skill.  You will do the longer checks during your benchmarking which takes place typically three times per year; fall, winter, and spring.

Final Thoughts

Effective progress monitoring doesn't require complicated spreadsheets or lengthy assessments. By identifying a clear skill, collecting regular evidence, and using the information to guide instruction, you can make more informed decisions and better support student growth. The most important question isn't "Did I collect data?"

The most important question is:

"What is this data telling me about what my students need next?"

How I Organize Math Intervention Groups in Just 25 Minutes Per Week

Disclosure: As an Amazon Associate, I earn from qualifying purchases. This comes at no additional cost to you.

One of the most common questions I hear from teachers and interventionists is:

"How do you stay organized when working with multiple intervention groups?"

When I first started providing intervention services, I spent far too much time planning, sorting materials, and trying to remember which students needed which skills.

Over time, I developed a simple system that allows me to organize my intervention groups in about 25 minutes each week.

The goal isn't perfection. The goal is to spend less time organizing and more time helping students.

Step 1: Start With Assessment Data

Before planning any intervention lessons, I review my most recent assessment data.

This may include:

• Screening assessments
• Progress monitoring data
• Classroom assessment
• Teacher observation

I look for patterns rather than individual scores.

For example:

Skill	Students
Counting & Cardinality	4
Addition Within 20	5
Place Value	3

These patterns help me determine my intervention groups for the week.

Why This Saves Time

Instead of planning for every student individually, I can plan around common skill needs.  

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Step 2: Use a Simple Planning Sheet

I keep one planning page for the entire week.

For each group, I record:

• Tartget skill
• Learning goal
• Activity
• Material Needed
• Progress monitoring notes

Keeping everything on one page prevents me from searching through multiple notebooks or digital files.

Tool Recommendation

A quality teacher planner or intervention binder can help keep lesson plans and data organized.

Teacher Planner 2026-2027

Amazon Product Description

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Step 3: Create Grab-and-Go Materials

One of the biggest time savers is keeping frequently used materials ready to go.

I keep separate bins for:

• Number sense activities
• Place value activities
• Fact fluency activities
• Manipulatives

When a lesson begins, I simply grab the appropriate bins.

Tool Recommendation

Clear plastic storage bins make it easy to quickly locate intervention materials.

Sterlite 6-Pack Plastic Bins

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Step 4: Color-Code Intervention Groups

Color-coding helps me instantly identify which materials belong to each group.

For example:

• Red Group = Number Sense
• Blue Group = Addition & Subtraction
• Green Group = Place Value

Matching folders, labels, and bins reduces confusion and saves valuable instructional time.  Another idea is to use a different color for each grade level.  This allows you to have multiple groups working on addition & subtraction while still keeping your resources organized.

Tool Recommendation

Color-coded file folders or pocket folders work well for organizing student materials. I personally use a Hanging File Organizer similar to the one below for easy access to all of my instructional resources for each group.  

Hanging File Organizer

Amazon Product Description

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Step 5: Use Consistent Lesson Structures

Every intervention session follows a similar routine.  A predictable structure helps both the teacher and students know what to expect.  When a routine are established, less time is spent explaining directions and transitioning between activities, allowing more time for meaningful mathematical learning.

Students who receive intervention often benefit from consistency.  A familiar lesson structure can reduce anxiety, increase engagement, and help students focus on the mathematical content rather than the procedures of the lesson.

Warm-Up (3-5 Minutes)

Begin with a quick review of previously taught skills or number sense activities. This allows students to activate prior knowledge and build confidence before moving into new learning.

Some of my favorite warm-up activities include:

• Dot pattern flashes
• Ten frame and double ten frame flashes
• Counting collections
• Number talks
• Quick image activities
• Fact fluency practice

These activities help strengthen number sense while providing valuable opportunities to assess student understanding.

Mini-Lesson (5-7 Minutes)

Next, introduce or review the target skill for the lesson. Keep instruction focused and concise so students have plenty of time to practice.

Whenever possible, begin with concrete experiences before moving to drawings or abstract symbols. Students often need opportunities to see, touch, build, and manipulate mathematical ideas before they fully understand them.

Examples of manipulatives I frequently use include:

• Linking cubes
• Two-color counters
• Ten frames
• Base ten blocks
• Number lines

Using manipulatives helps students develop conceptual understanding rather than simply memorizing procedures.

Guided Practice (10 Minutes)

During guided practice, students apply the target skill with support. This is often where the most important learning takes place because students have opportunities to explain their thinking, receive feedback, and try multiple strategies.

I encourage students to:

• Talk through their reasoning
• Compare solution strategies
• Explain how they know an answer is correct
• Use visual models to justify their thinking

These discussions provide valuable insight into student understanding and help build mathematical confidence.  

Progress Check (3-5 Minutes)

End each session with a quick assessment or exit ticket. This does not need to be lengthy. A few carefully chosen problems can provide valuable information about whether students are ready to move on or need additional support.

I use progress checks to answer three questions:

1. What did students learn today?
2. What misconceptions still exist?
3. What should I teach next?

These quick checks help ensure that future intervention lessons are driven by student needs rather than assumptions.

Using a consistent lesson structure reduces planning time because students already know what to expect, allowing intervention sessions to run more smoothly and efficiently throughout the year.

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Step 6: Prepare Materials Once Per Week

Rather than preparing materials every day, I dedicate about 30-45 minutes each week to:

• Pulling activities
• Copying materials
• Organizing materials
• Reviewing student data

Once everything is prepared, the rest of the week runs much more smoothly.

Tool Recommendation

A rolling cart or desktop organizer can help keep weekly materials organized and accessible.  By having your materials quickly accessible it help ensure that you don't waste time looking for materials.  This means that you will have more time working with your students.  

Advantus 10-Drawer Rolling Organizer Cart

Amazon Product Description

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Step 7: Keep Intervention Notes Simple

It's tempting to record everything.

Instead, I focus on:

• What students mastered
• What students struggled with
• Next instructional steps

A few quick notes after each session are often more useful than lengthy documentation.  High quality notes are also very beneficial when you are attending student meetings or grade level meetings discussing student progress.  

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Final Thoughts

Organization doesn't have to be complicated.  You need to find a system that works for you.  It is also important to remember that your organization system can change over time until you find something that works for you.  

By grouping students based on data, using consistent routines, preparing materials once per week, and creating simple organizational systems, I've been able to reduce my planning time and focus more on student learning.

The best intervention system is the one that you can maintain consistently throughout the year.  This is especially important in the middle of the school year when your schedules get busy with groups and meetings.  Having a high quality system is key to your classroom running smoothly.

How do you organize your intervention groups? Share your favorite time-saving tip in the comments below. 

7 Math Intervention Mistakes That Slow Student Growth (And What to Do Instead)

Disclosure: As an Amazon Associate, I earn from qualifying purchases. This comes at no additional cost to you.

Math intervention can be incredibly rewarding, but it can also be frustrating when students aren't making the progress we expect. Over the years, I've learned that sometimes the biggest barriers to student growth aren't the students themselves—it's the instructional decisions we make.

Here are seven common math intervention mistakes I've seen and what to do instead.

1. Focusing on Procedures Before Understanding

Many struggling students can memorize steps without understanding why those steps work.

For example, a student may correctly solve a subtraction problem using a standard algorithm but have little understanding of place value.

Connecting Ten Frame Trays

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Try This Instead

Begin with concrete and visual models before moving to abstract procedures. Use manipulatives, drawings, and number talks to help students build conceptual understanding.

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2. Moving Too Quickly Through Skills

When intervention groups move at the same pace as the classroom curriculum, students often develop gaps that continue to grow.

Try This Instead

Allow students additional opportunities to practice and demonstrate mastery before introducing new concepts.

Remember: intervention is about filling gaps, not racing through standards.

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3. Talking More Than Students

Sometimes intervention becomes a series of teacher explanations while students passively listen.

Try This Instead

Ask students to explain:

• How they solved a problem
• Why a strategy worked
• What they noticed about a pattern

The more students talk mathematically, the deeper their understanding becomes.

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4. Using Too Few Visual Models

Many students need to see mathematics before they can understand it.

Try This Instead

Incorporate:

• Ten frames
• Number lines
• Counters
• Linking cubes
• Base-ten blocks

Magnetic Ten Frame Set

Amazon Product Description

Visual models help bridge the gap between concrete experiences and abstract thinking.

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5. Skipping Number Sense Practice

Students who struggle with basic number relationships often find higher-level mathematics overwhelming.

Try This Instead

Spend a few minutes during every session practicing:

• Subitizing
• Number combinations
• Mental math
• Fact fluency strategies

These foundational skills support everything that comes later.

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6. Using the Same Strategy for Every Student

No two intervention groups are exactly alike.

Try This Instead

Use assessment data to identify specific needs and adjust instruction accordingly.

A student struggling with fact fluency needs a different intervention than a student struggling with place value.

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7. Ignoring Student Confidence

Many intervention students have experienced repeated frustration in mathematics.

Try This Instead

Celebrate growth frequently.

Highlight:

• Effort
• Strategy use
• Perseverance
• Small wins

Building confidence often leads to increased engagement and improved outcomes. Stickers are an inexpensive way to honor student's hard work and effort.

Motivational Stickers

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Final Thoughts

Effective math intervention is not about doing more. It's about doing the right things consistently.

By avoiding these common mistakes and focusing on conceptual understanding, meaningful practice, and student confidence, you can create intervention experiences that lead to lasting growth.

What math intervention strategy has made the biggest difference for your students? Share your thoughts in the comments below.

10 Number Sense Activities for Small Groups

Disclosure: As an Amazon Associate, I earn from qualifying purchases. This comes at no additional cost to you.

Number sense is the foundation of mathematical success. Students who develop strong number sense are better able to solve problems, recognize patterns, and apply efficient strategies when working with numbers.

As a math interventionist, I've found that small group instruction provides the perfect opportunity to strengthen number sense skills through hands-on activities and meaningful mathematical discussions.

Here are 10 number sense activities that I regularly use during intervention groups.

1. Quick Dot Images

Show students a dot image for 2–3 seconds and ask them how many dots they saw.

Encourage students to explain how they knew the quantity rather than simply counting each dot.

This activity helps students:

• Subitize quantities
• Recognize number patterns
• Build mental math skills

Classroom Tip: Ask students, "What did you see?" instead of "How many did you see?" to encourage deeper mathematical thinking.

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2. Ten Frame Flash

Display a ten frame briefly and have students identify the quantity shown.

Ask students:

• How many dots did you see?
• How many more would make ten?
• How did you know?

Ten frames help students develop benchmark numbers and understand relationships within ten.

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3. Build It, Draw It, Write It

Give students a number and ask them to:

1. Build it with manipulatives
2. Draw a representation
3. Write the numeral

For example, students might represent 12 using linking cubes, draw 12 dots, and write the numeral 12.

This reinforces connections between concrete, pictorial, and abstract representations.

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4. Number Talks

Present a simple computation problem and ask students to solve it mentally.

Examples:

• 8 + 7
• 15 - 9
• 19 + 4

Encourage multiple strategies and discuss how different students solved the problem.

Number talks help students develop flexibility and confidence with numbers.

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5. More, Less, and Between

Write a number on a whiteboard and ask students:

• What is one more?
• What is one less?
• Which numbers come before and after?

As students improve, increase the challenge by asking for ten more or ten less.

This activity strengthens understanding of number relationships and place value.

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6. Make Ten Challenge

Provide students with counters or linking cubes.

Give a number such as 7 and ask:

"How many more do you need to make ten?"

Students physically build the quantity and determine the missing amount.

This activity develops one of the most important mental math strategies for addition and subtraction.

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7. Number Bond Practice

Use number bonds to help students see part-part-whole relationships.

Examples:

• 8 = 5 + 3
• 10 = 6 + 4
• 12 = 7 + 5

Magnetic Number Bonds Set

Amazon Product Description

Ask students to find multiple combinations that create the same whole number.

Understanding number bonds helps students develop fluency and flexibility.

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8. Compare and Explain

Present two numbers and ask students to compare them.

Example:

Which is greater: 27 or 32?

Students must explain their reasoning using mathematical language.

This activity supports place value understanding and mathematical communication.

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9. Roll, Build, and Compare

Students roll dice to generate numbers.

After building the numbers with manipulatives, they compare:

• Greater than
• Less than
• Equal to

Students enjoy the game format while practicing important number concepts.

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10. Target Number Challenge

Give students a target number such as 20.

Ask them to find as many combinations as possible that equal the target number.

Examples:

• 10 + 10
• 15 + 5
• 12 + 8
• 18 + 2

This activity encourages flexible thinking and reinforces number relationships.

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My Go-To Tools for Number Sense

One of the tools I use most often during intervention groups is a magnetic ten frame. It allows students to visualize quantities, make ten, compare numbers, and develop efficient counting strategies.

Magnetic Ten Frame Set

Amazon Product Description

Some of my other favorites include:

• Dry erase markers and whiteboards
• Two-color counters
• Linking cubes

These tools help students visualize mathematical concepts and actively participate during small group instruction.

If you're interested in seeing the supplies I use most often during intervention groups, check out my post on 5 Supplies Every Math Intervention Teacher Needs.

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Final Thoughts

Developing strong number sense doesn't require complicated lessons or expensive materials. Consistent opportunities to explore numbers, discuss strategies, and engage in hands-on learning can make a significant difference for struggling learners.

These ten activities have become staples in my intervention groups because they encourage mathematical thinking while keeping students engaged.

Whether you're working with individual students, small groups, or an entire class, strengthening number sense is one of the best investments you can make in long-term mathematical success.

What are your favorite number sense activities? Share them in the comments below.

5 Supplies Every Math Intervention Teacher Needs

Disclosure: As an Amazon Associate, I earn from qualifying purchases. This comes at no additional cost to you.

When working with students who need additional support in math, having the right tools can make a significant difference. I just completed my third year as a math interventionist.  Over those three years I've found that a handful of supplies consistently help students build number sense, stay engaged, and better understand mathematical concepts.

If I could only choose five supplies for math intervention, I would start with dry erase markers, magnetic ten frames, two-color counters, dry erase erasers, and linking cubes. These tools support number sense, problem solving, and student engagement across multiple grade levels.

1. EXPO Low Odor Dry Erase Markers

One of the most effective ways to increase student participation is to give every student a way to show their thinking. Dry erase markers allow students to solve problems, demonstrate strategies, and make corrections without worrying about mistakes becoming permanent.

I use whiteboards regularly for:

• Number sense activities
• Fact fluency practice
• Solving word problems
• Guided math instruction
• Quick formative assessments

These markers write clearly, erase easily, and last longer than many budget alternatives.

Recommended Product: EXPO Low Odor Dry Erase Markers

Amazon Product Description

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2. Magnetic Ten Frames

Ten frames are one of the most powerful tools for helping students develop number sense. They provide a visual representation of numbers and help students understand concepts such as composing and decomposing numbers, making ten, and comparing quantities.

The magnetic version is especially useful because it allows me to demonstrate concepts on a whiteboard while students follow along.

I frequently use magnetic ten frames for:

• Counting and cardinality
• Addition and subtraction strategies
• Making ten
• Number comparisons
• Building fluency within 20

Recommended Product: Magnetic Ten Frame Set

Amazon Product Description

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3. Two-Color Foam Counters

Manipulatives are essential when students are developing conceptual understanding. Two-color counters are versatile, inexpensive, and easy for students to use.

I often use them for:

• Addition and subtraction
• Number bonds
• Part-part-whole relationships
• Probability activities
• Integer concepts with older students

Because the counters have different colors on each side, they help students visualize multiple ways to make the same number.

Recommended Product: Two-Color Foam Counters

Amazon Product Description

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4. Dry Erase Erasers

This may seem like a simple supply, but quality erasers save valuable instructional time. Students can quickly clear their work and move on to the next problem without leaving behind distracting marker residue.

I keep several erasers available during intervention groups because we use whiteboards throughout most lessons.

Benefits include:

• Faster transitions between activities
• Cleaner whiteboards
• Reduced frustration for students
• More efficient practice opportunities

Recommended Product: Dry Erase Erasers

Amazon Product Description

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5. Linking Cubes

Linking cubes are among the most versatile math manipulatives available. They help students move from concrete experiences to abstract understanding.

I use linking cubes for:

• Counting and one-to-one correspondence
• Addition and subtraction
• Comparing numbers
• Place value
• Measurement
• Multiplication arrays
• Fractions

Students enjoy the hands-on nature of linking cubes, and they provide endless opportunities for mathematical exploration.

Recommended Product: Linking Cubes

Amazon Product Description

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Final Thoughts

While there are many math supplies available, these five tools consistently support meaningful learning and student engagement during intervention groups. They help students build number sense, develop confidence, and strengthen their understanding of key mathematical concepts.

If you're building your math intervention toolkit, these are the supplies I would recommend starting with.

5 Simple Things Teachers Can Do Now to Feel Ready for the School Year (Without Losing the Rest of Summer)

As mid-July hits, the Fourth of July holiday is in the rearview window, teachers find themselves in that strange summer limbo. Some are already shopping for back-to-school supplies, while others are still fully in beach mode (and rightfully so!). If you're somewhere in the middle—itching to feel a little more prepared without diving headfirst into full-on school mode—this post is for you.

Here are five low-pressure ways to get your mindset and systems ready while still soaking up the last few weeks of summer:

1. Reflect on What Worked (and What Didn't)

Grab a notebook, open your notes app, or just take a quiet walk and think back on last year:

• What routines made your life easier?

• What was more stressful than it needed to be?

• Is there something you promised yourself you'd do differently next year?

2. Declutter One Digital Space

Instead of trying to reorganize your whole Google Drive, just pick one folder:

• Maybe it's your "End of Year" files or your math center printables.

• Clean out duplicates or rename files that have names like "Final_FINAL_V2_Copy2.pdf."

Bonus: Create a "To Print Later" folder for resources you’ll need in August!

3. Revisit Your Teacher ‘Why’

Mid-summer is the perfect time to reconnect with the heart of teaching. Grab a quote, reread a thank-you note from a student, or even scroll through a few classroom photos that make you smile.

Taking a moment to recharge your why can help you return with purpose—not just a checklist.

4. Prep a “First Day Feel-Good Folder”

Start a folder (digital or real) with things that will help make the first week smoother:

• A favorite read-aloud

• An easy, meaningful community-building activity

• A backup plan for “when everything goes wrong” days

You’re not planning your first week—you’re simply collecting things you already know work.

5. Make Space for Something Fun

Before summer slips away, make a list of 3 things you still want to do just for you.

• A day trip?

• A book that has nothing to do with teaching?

• One lazy afternoon without guilt?

Burnout prevention starts in July—not October. ☀️

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Final Thoughts

Getting ready for the new school year doesn’t have to mean planning every lesson or shopping for supplies in July. Sometimes, it's more powerful to reflect, organize just a little, and remind yourself of the joy that brought you to the classroom in the first place.

You've got this. Now go enjoy that sunshine—August will be here soon enough.