While the rest of the country’s schools were losing ground in math during the COVID pandemic, student performance in a rural Alabama school district was soaring
. Members of the Collaborative are AL.com, The Associated Press, The Christian Science Monitor, The Dallas Morning News, The Hechinger Report, Idaho Education News, The Post and Courier in South Carolina, and The Seattle Times.Targeted instruction for small groups of students has years of research and evidence to back it up, said Rebecca Dreyfus of TNTP, a national nonprofit devoted to helping schools improve student learning.
The data days help teachers see where the weaknesses are and adjust instruction, said Cassie Holbrooks, who teaches fourth grade math. Teachers then use the analysis to decide how to divide the students into small groups for targeted instruction on particular skills. Research supports the use of regular testing, called formative assessments, to help teachers figure out which students need personalized help, Richburg said.
At first, when Piedmont expanded small group instruction beyond reading in elementary grades, teachers said they didn’t have enough time in a regular class to do it well, Hayes said. So the district expanded math and English language arts to 80 minutes every day in the middle school and 120 minutes each day in the elementary school.“In a 52- or 53-minute class,” Pruitt said, “there’s no way you can consistently do and work on getting through the standards that you have to cover.
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