My team felt that since the skills were no longer being taught (the lessons had moved on), the info was not still "fresh" in the students' minds over the week of intervention. When we are looking so closely as student learning, its becoming a little clearer the way that students don't retain all of the learning needed to meet the identified skill - This also messes with any percentage we set for our smart goal, as the students who receive intervention time needed to "hold on" to the information longer before the retest.
Friday, January 4, 2013
PLC SMART GOAL and Intervention Results
My PLC group has gone fairly smoothly with the process and outcomes of the learning cycle. We were able to look at the data from our first formative assessment, identified the students who did not meet the goal (90% of the students will get 100% correct on the test), and created an intervention for them to target the skills they "missed." After a week of intervention, we gave them the assessment again. (Here I would like your thoughts) The students in the intervention got all of the questions right for the target skills. However, they also got wrong answers that they previously had right! (this means that the students still did not meet the goal).
Subscribe to:
Post Comments (Atom)
Are you doing any sort of spiral review with your students? Retention is huge--it is so important to learning, but so elusive at times to achieve. I've noticed with my own class that my students do great when I teach the lesson (pick a lesson, they'll do great!), but when I ask them to use the skills later in the year, it seems as if they have forgotten everything. The one thing I can think to do is just find little ways to bring it in again as you move on in your instruction. For instance, we studied main idea before break. Students discussed what the main idea was and how to find it, and they practiced identifying the main idea in several texts. Now that is something I can bring up even as we are moving on. I can ask them to identify the main idea any time we read a text, and it is just a quick way to get them thinking about that concept again.
ReplyDeleteThis is also extrememly difficult for special education students. That is what we are trying to do, is teach them a skill in isolation, generalize the skill in a small group more controlled area and then in a larger setting. That is actually very hard for students. I will tell you any students with processing difficulties need constant revisiting of skills and any time we can link new information to old the better they will be! Even if it is a verbal reminder of when they last learned it or what it meant. All students will benefit from those strategies. I think you are right to be cautious with the mentality of "moving on". Linking it back or building on it is the best way for all students to retain the information, but also to be able to generalize and manipulate that information into different scenarios. Are they truly learning a concept if they memorized it for a test, but they cannot recall the information or manipulate it into the newer concept they are now learning? It is a struggle to figure out how to do this, but worth the struggle I would think...
ReplyDelete