This blog is the 3rd of the 10-part blog series introducing you to the 10 new features available for your use this school year.
Once students complete the personalized diagnostic, they will start practicing within their adaptive learning paths. ScootPad will detect when a student is struggling and will automatically scaffold content in real-time (across DOK and grade levels) providing the student with practice in pre-requisite concepts. This automatic intervention happens in real-time with no involvement from the teacher and seamlessly within the students’ adaptive practice.
Below we’ve answered some of the most frequently asked questions about automatic student intervention and behind-the-scenes scaffolding:
1. How will I know if my students are receiving scaffolded content?
Concepts from the learning path, which are in your students’ adaptive practices, will appear orange in the adaptive practice dashboard. This is your first indication that scaffolding has started behind the scenes. Scaffolding will only happen when students are in a learning path so you would want to make sure you have your practice mode set to comprehensive.
2. How far down does ScootPad scaffold?
ScootPad will scaffold as many grade levels as necessary (going down as far as Kindergarten concepts if necessary) in order to fill skill gaps. When you review a student’s learning path, you’ll see the concept(s) being scaffolded (in orange) and the pre-requisite concepts (in tan) which were automatically offered to the student during their adaptive practices. ScootPad will work on filling skill gaps in the lower level skills while gradually exposing the student to more challenging content before eventually re-presenting the student with the original concept from their learning path.
3. What will my students see while receiving scaffolded content?
ScootPad seamlessly delivers scaffolded content to your student at any time as necessary during a practice session. In the short example video below, the student launches an adaptive practice and is immediately met with a time-out lesson. This is a lesson given to the student to help them learn the skill where their proficiency is very low. Upon further review, the teacher can see that this is not a concept already in the learning path, but a concept which has been auto-scaffolded. The student should review the lesson and then apply what was learned to move up automatically to the concept in their learning path.
You can also see which concepts students are working on. These will be shown as “in progress” when looking at the student learning path by domain.
4. What happens when a student fails to respond to automatic scaffolding?
When ScootPad exhausts all available resources, and determines a student and/or concept needs re-teaching or a different level of intervention from the teacher – this is when you’ll see concepts in the learning path in red and marked as needing “Intervention”. You’ll find such interventions on your dashboard and also by launching the Intervention Monitor.
5. What is the Intervention Monitor?
The Intervention Monitor provides a brief snapshot of students requiring re-teaching in both Math and ELA concepts. Launching the Intervention Monitor will provide a 2-dimensional grid view (aligned to the RTI framework) to help you quickly identify and implement your re-teaching and intervention strategies. Once you have re-taught the concept, you can quickly assign an improvement practice to assess if the student has shown improvement and can move ahead with other higher level concepts!
Learn more about “Automatic Intervention and RTI Monitoring” by registering for a FREE Solutions Webinar! There is always more to learn so don’t hesitate to explore or reach out to our support team by clicking the orange Help button.
The ScootPad Team