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How Academic Interventionists are Helping Chicago Public School Students Recover from the Pandemic
By Emely Oviedo and Dr. Benjamin M. Drury
Chicago Public Schools (CPS) have met with a variety of challenges in their attempts to address the academic damage caused by the COVID-19 pandemic. Part of the problem for prior year of in-person instruction was the lack of humans in the building who were ready and able to serve students. As we emerged from the pandemic, some of us forgot our teacher voice. Others, well, let’s just say they found peace elsewhere other than the classroom. In response to the rapid decline in available professional educators, CPS hired academic interventionists, including classroom teachers, to help struggling students catch up on their learning. Although the move was met with some controversy arguing the job could have easily been done by existing teachers, academic interventionists proved to provide support to some of the most vulnerable and in-need students.
Academic interventionists (AIs) in Chicago Public Schools fulfill a vital role by providing targeted support and intervention to students who are facing academic challenges. AIs work closely with students on an individual or small group basis, tailoring instruction to address specific areas of weakness. By analyzing student data, including assessments and progress reports…
