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Problem
Project work time can be hectic! Lots of teacher time can be spent trying to orient kids to daily tasks and not systematically checking in. This can lead to not all students being able to get what they need in a timely fashion, as well as some high needs students ending up overlooked.
Hypothesis
If students have a clear way to access resources and communicate their needs during extended PT work time, then more students can work independently without teacher support (freeing up SpEd teacher time to conduct small groups), as measured by SWDs PT turn in rate.
Target group
SWDs and students with low turn in rates.
Data collection
Data collection
Baseline data
Qualitative: some students expressing that they don’t get help until it’s too late
Quantitative: completion of final product (not just prep worksheet)
Measuring success
Qualitative: unsolicited positive student feedback
Overall findings & impact
No. I think this strategy is super effective for managing work time and helpful for students who struggle with executive functioning. However, the strategy was not implemented as consistently on day 2 and 3 (students held less accountable to forward movement on task).
While it solves the issue of better managing work time, time management is not the only barrier to success. Many students in focus group would have benefitted from more intentional interventions throughout the unit.
Actionable steps
If you want to use this strategy in your classroom, I recommend …
Identify target students ahead of time
Utilize different spaces for small group intervention
Shari Plummer | shari.plummer@uamaker.nyc
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