Remediation Plan:

Student Grouping for Benchmark Analysis purposes: Gains: This is the smallest group. (1) Pass back the reflection papers they wrote after the last benchmark and let them reread those. (2) Write down their reflection about this benchmark referencing their last one as well. (3) Have them group together and share their ideas and the strategies used with each other and then with me. Modest drops: (1) Pass back the reflection papers they wrote after the last benchmark and let them reread those. (2) Write down the reflection about this benchmark referencing their last one as well. (3) Have them group together and share their findings with each other and then with me. Significant drops: This is the largest group: (these students dropped 10 or more points) The interesting fact that jumps out is most of the students from B's home base in this group are also the ones considered to be the highest achievers out of this class. The ones from As home base seem to be spread fairly evenly across the board as far as achievement level. (1) Pass back their reflection papers they wrote after the last benchmark and let them reread those. (2) Write down their reflection about this benchmark referencing their last one as well. (3) Have them share with each other the reasons why they think they did so poorly and then share with me. Its obvious that we need to quickly get to the reasons why they are scoring so low and address those issues with real useful helpful strategies these students can use to overcome these deficiencies and start practicing those strategies immediately giving them many opportunities to use them.

Once the cause is determined, my plan of action is the following: 1. group and pair students who can trade off each others strengths as much as possible. 2. utilize particular strategies over and over that will help overcome their particular weaknesses. 3. focus more on goals 4 through goal 6 (hitting 5.01 and 5.02 particularly) without neglecting goals 1-3. 4. collaborate with A home base teacher and coordinate remediation schedules during planning and start remediating those students determined to have the most realistic chance of making a 3 or higher on the EOG. 5. Collaborate with the other 7th grade ELA teachers as well as 6th and 8th for remediation strategies and resources. 6. Begin giving paper tests as their weekly assessment every other week along with ClassScape and increase tests to 20 and 25 questions. a. seed tests more heavily with the type of stems they seem to be struggling with the most.

Any other ideas and suggestions on remediation will be greatly appreciated. NOTE: FOR PURPOSES OF CONFIDENTIALITY, NAMES OF STUDENTS WERE DELETED. Gains Modest Drops Significant Drops

*pull out EC students

**no comparison data

Sample Individual student notes: Student A I wasnt expecting this student to show any gains because he was not taking his ADHD medicine and he was angry at another student and, when asked, said he didnt know or care about the test. However, when this student is taking his medication he is capable of scoring 80s and above. Student B This student was originally pulled for ELA but Ms. D asked that he be put back in regular Ed at his request. Although he is trying very hard both academically and behaviorally to remain in the regular Ed class, I believe academically he would benefit from being pulled out. Student C was suspended Monday-Wednesday and had to take the reading benchmark as a make up the same day as the math. I believe he may have showed gain had he been able to be at school this week. Student D kept falling asleep during the test. (seemed to be highly stressed) Student E kept falling asleep during the test.