![]() Teachers are well prepared to state how those kids are doing and the steps they are doing to help them. Those meetings have helped keep everyone focused on the things that are most important and the forms and meetings keep those kids at the forefront of teachers' minds. I also sense that meeting about those students at regular intervals has made our staff feel more secure. That has happened, I feel, because every teacher was in the same boat they all had a handful of students they needed to monitor closely and on whom they had to keep detailed records. What a difference all this has made! All this data tracking, data analysis, and targeted instruction, has spawned many benefits - not only higher student achievement. As teachers shared ideas, students progressed more quickly. Doing that actually developed some friendly competition between teachers teachers began asking their peers who were having the most success about the methods they were using. We analyzed those graphs at faculty meetings. In addition to the regular meetings, I created bar graphs to illustrate how each teacher's students were progressing. I also scheduled visits to classrooms to observe teachers as they taught lessons that were informed by the data we used to track student achievement. Together, the teacher and I looked closely at how each of the identified students was progressing. Then, throughout the year, I scheduled meetings with individual teachers at regular intervals. I wanted that notebook to stand out on the teacher's shelf because we would be looking at the data in it frequently throughout the school year.Īs the year progressed, we recorded all major pieces of data - including reading-series unit tests, Success Maker (a computer-based program we use to strengthen skills) results, end-of-unit math test scores, and all the other assessments that we use school-wide. ![]() I purchased a special notebook for each teacher to use to hold the forms of their underachievers. That data included the subtest scores from our state tests - which revealed the areas in which those students needed the most help. They recorded on that form all the testing data we had. Teachers kept a form for each of the students in their class. In order to track the progress of our most underachieving students, I developed a form for each teacher to use in tracking students who scored in the bottom quarter on our state tests. I had to come up with a plan to make sure that our entire staff focused on raising the achievement of those students. We couldn't have told you if they were progressing or not. ![]() I'll be honest: At one time, we were not doing a very good job of tracking the achievement and test scores of the bottom 25 percent of our students. Doing that would require a great deal of focus on raising the achievement of students who scored in the bottom 25 percent on our state's annual tests. I had to come up with a plan that would help raise our school's "report card" grade. Raising Achievement of Students Who Score in the Bottom 25 Percent Best Books for Teachers, Students and Parents.
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