Student A
Original Assessments Re-Assessments
Approaching the end of 3rd Quarter, Student A had a low C. I had a mini conference with all students with below a 75 two weeks before the end of the quarter letting them know their grades and which assessments they should do the re-assessment for. Following our meeting, Student A decided that she was going to re-assess 4 quizzes she had received a 65% on.
Student A needed a lot of my time. She needed just a little more explanation and push to get the assignments done. She was completing the remediation packets so she could take the quizzes. I met with student A just about every day during her lunch hour or after school to work through practice packets, reviewing material, and practicing problems. Every day, i asked student A when we were going to meet. At first, she didn't show up. I continually pushed her because I knew she truly wanted to raise her grade. I always offered to meet her whenever was best. I also had to recognize when she needed more practice after completing the remediation packet. The packets weren't enough practice for her. In order to ensure she would be prepared for the quiz as well as get the maximum grade possible, I created extra practice problems for her and held her accountable for doing them. If I didn't recognize she needed some more practice, she wouldn't have received a better grade on her reassessment.
Student A underestimated how much work she would have to put in in order to improve her grade. She quickly got frustrated with the amount of Mathematical Topics she wanted to squeeze in to one week. She was easy to shut down because there was no end in sight. Because of this, I made up a schedule for us. I said, by Friday, she was to complete GRE 502 and over the weekend GRE 503 all the while working with me during lunch and after school. After she did her reassessments for those, I gave her three days to practice and reassess FUN 502 and another 3 for FUN 602. Choosing one at a time and breaking up the amount of work she needed to redo helped her immensely. She had a more positive attitude towards the skills she was doing.
By the end of the quarter, student A had re-taken 4 quizzes getting the highest grade allowed, an 85. She ended the quarter with a B!
Approaching the end of 3rd Quarter, Student A had a low C. I had a mini conference with all students with below a 75 two weeks before the end of the quarter letting them know their grades and which assessments they should do the re-assessment for. Following our meeting, Student A decided that she was going to re-assess 4 quizzes she had received a 65% on.
Student A needed a lot of my time. She needed just a little more explanation and push to get the assignments done. She was completing the remediation packets so she could take the quizzes. I met with student A just about every day during her lunch hour or after school to work through practice packets, reviewing material, and practicing problems. Every day, i asked student A when we were going to meet. At first, she didn't show up. I continually pushed her because I knew she truly wanted to raise her grade. I always offered to meet her whenever was best. I also had to recognize when she needed more practice after completing the remediation packet. The packets weren't enough practice for her. In order to ensure she would be prepared for the quiz as well as get the maximum grade possible, I created extra practice problems for her and held her accountable for doing them. If I didn't recognize she needed some more practice, she wouldn't have received a better grade on her reassessment.
Student A underestimated how much work she would have to put in in order to improve her grade. She quickly got frustrated with the amount of Mathematical Topics she wanted to squeeze in to one week. She was easy to shut down because there was no end in sight. Because of this, I made up a schedule for us. I said, by Friday, she was to complete GRE 502 and over the weekend GRE 503 all the while working with me during lunch and after school. After she did her reassessments for those, I gave her three days to practice and reassess FUN 502 and another 3 for FUN 602. Choosing one at a time and breaking up the amount of work she needed to redo helped her immensely. She had a more positive attitude towards the skills she was doing.
By the end of the quarter, student A had re-taken 4 quizzes getting the highest grade allowed, an 85. She ended the quarter with a B!
Student B
Student B started the semester with an attendance problem. At the end of the 3rd Quarter, student B had 5 missing quizzes which were all given a 0%. When student B is in school, he understands math quickly but often gets frustrated because he originally missed so much school. The before artifact shows his grade to date as of March 20, 2012.
I reached out to his counselor and talked to student B after class one day explaining how I felt that he was a smart kid and shouldn't be getting the grade he is (a 42%). THis student was missing quizzes due to attendance issues as well as suspension issues. It was incredibly difficult to convince him to come in. I wrote him pass after pass to come see me to make up quizzes. Needless to day, this didn't work. Finally after multiple conversations and me letting student B know that he is smarter than what he is letting happen, he showed up for school for two weeks straight. During this time we were reviewing skills that they have learned this semester. It was a perfect time to ensure he was reviewing skills on the quizzes he was missing.
It wasn't easy getting him to meet. I had already exhausted my options of asking him to come in and writing him passes I knew that wasn't going to work. In order to ensure he would make up his quizzes, I found him in his study hall or went to his lunch and asked if he wanted to come in and do math. That is what worked. I realized he wasn't going to come in on his own time so I took it upon myself to find him and get him to make everything up. It didn't end there. Once he started to come in, he easily got frustrated since he had trouble remembering the skills. I ensured him that at this point, we just needed grades for these quizzes and if we keep meeting, we can take time to learn all of these skills and re-assess if we need too.
Student B really needed someone to believe he could succeed. He is having grade and credit troubles across the board but started responding as soon as I put some faith in him. After I expressed how I feel he is too smart to have a 42%. Now, at April 15, 2012, Student B has made up all of his missing quizzes and now has a 76% in my class.
I reached out to his counselor and talked to student B after class one day explaining how I felt that he was a smart kid and shouldn't be getting the grade he is (a 42%). THis student was missing quizzes due to attendance issues as well as suspension issues. It was incredibly difficult to convince him to come in. I wrote him pass after pass to come see me to make up quizzes. Needless to day, this didn't work. Finally after multiple conversations and me letting student B know that he is smarter than what he is letting happen, he showed up for school for two weeks straight. During this time we were reviewing skills that they have learned this semester. It was a perfect time to ensure he was reviewing skills on the quizzes he was missing.
It wasn't easy getting him to meet. I had already exhausted my options of asking him to come in and writing him passes I knew that wasn't going to work. In order to ensure he would make up his quizzes, I found him in his study hall or went to his lunch and asked if he wanted to come in and do math. That is what worked. I realized he wasn't going to come in on his own time so I took it upon myself to find him and get him to make everything up. It didn't end there. Once he started to come in, he easily got frustrated since he had trouble remembering the skills. I ensured him that at this point, we just needed grades for these quizzes and if we keep meeting, we can take time to learn all of these skills and re-assess if we need too.
Student B really needed someone to believe he could succeed. He is having grade and credit troubles across the board but started responding as soon as I put some faith in him. After I expressed how I feel he is too smart to have a 42%. Now, at April 15, 2012, Student B has made up all of his missing quizzes and now has a 76% in my class.