HOW to REMEDIATE, RETEACH, and CORRECTIVELY INSTRUCT using DATA…
- Listing students down the side, and standards across the top, place a mark for each standard the student is proficient in based off of SGA/CA results.
- Provides quick feedback for which standards are weak as a whole
- Provides quick feedback as to which students need to remediate for specific standards
- Provides information for how the students are doing as whole for grade
- Sticker charts provide visual for students to reach goal
- The more filled in a goal is for the class-the higher the classes performance
- The more filled in a student is across the goals-the higher that student's proficiency is of subject
- TO MAKE:
- Materials: Chart paper (1.89 at Not Just Paper, markers, stickers)
- Write all standards across top, students down left side
- Color in box if student is proficient on standard (SGA)
- Put a sticker the next time student is proficient on standard (CA)
- Goal is to have all stickers
- Tier Charts
- Based off of score on CA, place students in Tiers. A-0-40, B-40-60, C-60-80, D-80-100
- Provides quick visual for bubble students for the grade
- Goal is to get all kids in C, D range.
- After each assessment move students to new location, noting who rises and falls as a team of teachers.
- TO MAKE:
- Materials: Large paper, divided into 4 areas titled A, B, C and D, Velcro, names of all students on paper (laminated)
- Put Velcro down the middle of the 4 columns
- Put a piece of Velcro on the back of the students names
- Cut apart students names into strips
- Place students in correct column.
- Data Books-a book for students to use to “fix” their test results.
- http://dww.edu.gov Shotwell, TX
- Provide individual time to look at test questions they missed.
- Organizing pages by topic (standard) can create helpful review for end of the year
- Teaches test taking skills
- Remediation Sheets-extra resources and guided notes for students who are not proficient on standards
- Provide extra reinforcement or reteaching of goals/standards that students are not proficient on
- Follows, notes, examples, missed test questions and extra practice format
- Individualized corrective instruction for each student, depending on proficiency level
- Choose a standard to review
- If CA is coming up, choose a weak standard(s) from SGA.
- If general review, choose a power standard or another weak standard.
- Look at your Standards Based Chart to choose students to review
- Students who are not proficient in standard(s)
- Set up four stations to review the standard(s)
- Use the template to set up creative, fun stations to help students review.
- Teacher should spend time with each group during class.
- Students not reviewing with a teacher will spend time with an elective teacher
- Create school wide list of each student’s chosen elective
- Each week the list of students who are remediating will change, but the electives list will not.
- An elective teacher may have 50 students who have signed up to be with them, however, they will have to look at the students who are remediating to see who they should have.
- All students should have a chance to go to elective and remediate.
- Look at Tier Charts to decide who should review.
- Students in Tier B are the ones who can be pushed the furthest.
- Choose students who are working during the week, but need more assistance
- This is not punishment!
- Structure 3 hours in increments, to provide support, practice and activities. Provide breaks-three hours is a long time!
- Notes Review-15 minutes
- Practice Problems-15 minutes
- Activity-20 minutes
- Break-10 minutes
- Repeat three times for three standards or topics.
Compiled by Carissa BerglundIdeas, methods, research developed and fostered by Valerie Andrews (WG Pearson Magnet Middle Principal), Sheldon Reynolds (Lakewood Montessori Principal) and Carissa Berglund (WG Pearson/Lakewood Montessori IF). Pictures courtesy of Diana Franklin (IF at Githens Middle)Resources: Durham Public Schools (http://dpsnc.net ), Doing What Works (http://dww.edu.gov) |