Historical Timeline for Remedial Programs in Middle School

By swhitfield24!

  • Major Development- Determining a Need

    Math teachers approached school leaders with concerns regarding student academic performance in ELA and Mathematics.

  • Contribution of Key Stakeholders- Determining a Need

    After analyzing students' prior GMAS data, teachers determined there needed to be more ELA and mathematics support for struggling students that do not have an IEP. Teachers met with the administration to discuss this concern. As a result, the administration developed a plan to target this area of deficiency.
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    Major Development- Data Collection

    Teachers used Benchmark assessments and Georgia Milestone Assessments data to determine whether students needed additional support. In addition, careful analysis of performance data was used to identify students needing remedial courses.

  • Major Developments- District Leaders Meeting

    The school administration met with district leaders to discuss a plan to develop a new course that would target students without an IEP with deficiencies in ELA and mathematics currently on RTI tier II or III.

  • Contribution of Key Stakeholders- Meeting with District Leaders

    At the administrators' meeting, the administration presented the need for additional ELA and mathematics support for struggling learners. In addition, the plan supporting summative assessments further justifies the need.

  • Start of Remedial Courses

    School leaders roll out plans for remedial ELA and mathematics courses.