Failure Reduction 2013

What Good Teachers Should Do When Students are Failing
1. Review Student Profile data.

Asess what is 2. Identify the learning challenges and what specifically is happening when it occurs.
REALLY 3. Examine students schedules and indicate the likelihood of other places where the
causing low learning challenges are occurring and not occurring.
performance 4. Identify the interventions that have been or are being used to address the learning
and which challenge/problem.
5. Identify possible contributing factors.
interventions
have been used.
Student Profile Defining the Nature of Attempted, Successful, and Unsuccessful

the Problem Interventions
1. Grades % and Letter What is the low 1. One-on-one tutoring
Grade performance? 2. Classroom differentiation of curriculum,
2. Attendance and assessment, instruction, learning
Tardiness environment (Explain)
3. Behavior Referrals 3. Correctives and test re-takes and/or
4. Standardized Test When is it occurring?
assignment re-dos
Results 4. Parent involvement
5. State Test Results 5. After-school program
6. Observations 6. Computer-assisted reading or math
Where is it occurring?
Performance
program
7. Responsible Behaviors
7. At-home computer use
Observations Checklist
www.achievementstrate 8. Use of other support staff (e.g., special
How is the student ed, paraprofessionals, psychologist,
gies.org >templates and
responding to the social worker)
tools>learning
feedback about low
environment). 9. Explicit teaching of learning-to-learn
performance?
skills/study strategies
10. Other (Describe)
Contributing Factors (Why is performance the way it is?)

Teacher (e.g., strategies, relationship, lack classroom resources)
Curriculum (e.g., too challenging, too easy)
Student (e.g., motivation, skills, low-confidence, lack prerequisites, socio/emotional issues)
Parents (e.g., lack skills at home, dont provide support, lack home structure)
Organization (e.g., to many students, lack resources, lack support systems)
Other
1. Select/create techniques, methods, or strategies to address the learning

Intervene to reduce challenges and contributing factors (see the Differentiation Inventory
or eliminate low www.achievementstrategies.org>templates and tools>intervention and
performance/failure. support).
2. Create a failure reduction plan including short and long-term goals, indicators
of success, strategies/methods, measures, and a timeline.
Best First Practices

1. Create a plan with the low-performing student, share your optimism, and
gain student commitment to the goal(s) and plan.
2. Teach learning-to-learn and content specific prerequisite skills.
3. Create/select correctives and differentiation activities/techniques and
provide opportunities for re-taking tests or re-doing assignments.
1
INTERVENE: Create a Failure Reduction Plan
1. Identify a short-term goal (5-10 days). 2. Determine indicators of success (Look fors)
Subject area/class Consistent and on-time attendance
Successful completion of in-class and homework
assignments
What improvement(s) is desired/needed? Grades of C and above on assessments
Consistent participation in intervention services
Demonstration of learning-to-learning skills and
responsible behaviors
3. Identify Obstacles and What is Needed to 4. What positive results might occur if the plan
Overcome Obstacles works?
Teach Learning-to-Learn Skills and Strategies

1. Memory Storage and 5. Reading for Information 8. Problem Solving
Retrieval and Literary Analysis 9. Interacting (i.e., speaking, listening,
2. Notetaking 6. Self-assessment and collaborating)
3. Vocabulary Attainment Adjustment 10. Goal Setting/Planning
and Development 7. Self-Advocacy 11. Decision Making
4. Writing/Summarizing 12.
Create and Use Scaffolds Activities, Strategies, and Tasks for Learning Success
Correctives . . . Differentiate the Differentiate the
Content Process
1. teach the same material in a different way than the original Vary what students Vary the activities
method. will learn and the through which
2. involve students in a different way than the original
materials that students make sense
involvement.
3. provide students with successful experiences represent the content. of key ideas using
essential skills.
Examples of Correctives Differentiate the
re-teaching Learning Differentiate the
alternative textbooks and materials Environment Product
workbooks Vary the classroom Vary how students
academic games and simulations conditions that set the demonstrate and
small group study sessions climate, expectations extend what they
individual tutoring for learning, and understand and can
learning centers and laboratories
physical conditions do as a result of a
computer-assisted instruction
audio and video productions span of learning.
slide shows from lectures and demonstrations
1. Review the look-fors (i.e. success indicators with the student.

Monitor the 2. Recognize incremental progress and determine what created positive results.
plan, adjust, and 3. Adjust the plan and strategies and/or establish a new goal.
celebrate. 4. Share the feedback with other teachers, parents, and support staff.
5. Radically celebrate progress and provide encouragement and optimism.
Dr. Bobb Darnell [email protected] 1/13 Go to presentations at www.achievementstrategies.org to see the slide show.

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What Good Teachers Should Do When Students are Failing

1. Review Student Profile data.

Student Profile Defining the Nature of Attempted, Successful, and Unsuccessful

Contributing Factors (Why is performance the way it is?)

1. Select/create techniques, methods, or strategies to address the learning

Best First Practices

Teach Learning-to-Learn Skills and Strategies

1. Review the look-fors (i.e. success indicators with the student.

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