Once Diagnostic Mode ends, students are automatically ushered into Practice Mode within their Learning Paths. ScootPad detects when a student is struggling and automatically scaffolds content in real-time providing the student with instruction and practice in prerequisite concepts. This automatic REMEDIATION happens 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 remediation and behind-the-scenes scaffolding:
1. How will I know if my students are receiving prerequisite content?
The scaffolded concepts from the students’ Learning Path will appear orange on the Adaptive Practice dashboard. Scaffolding will only happen when students are in a Learning Path so you would want to make sure you have Adaptive Practice enabled. Below we show you how to navigate to this dashboard to identify students receiving automatic remediation.
2. How far down does ScootPad scaffold?
ScootPad will scaffold as many grade levels as necessary (going down as far as Kindergarten concepts) 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 prerequisite concepts (connected by a vertical line leading from the original concept) which have been automatically offered to the student during adaptive practice. ScootPad will work on filling skill gaps in the prerequisite skills while gradually exposing the student to more challenging content. We will eventually re-present the student with the original concept from their learning path. Below we show you how to navigate to your students’ Learning Paths. Hover over each concept to see detail.
3. Will my students know they are working on prerequisite content in their Learning Paths?
No. ScootPad seamlessly delivers prerequisite content to your students as necessary during an adaptive 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 concept where their proficiency is very low. Upon further review of the student’s Learning Path, the teacher can see that the lesson is from a prerequisite concept which has been automatically pulled into the Learning Path to address a skill gap. The student should review the lesson and then apply what was learned to move ahead automatically to the original concept.
4. Can I assign a Targeted Practice in the original concept for additional practice/homework?
Yes, you certainly can. However, it’s important to note that Targeted Practices DO NOT scaffold. Therefore, we recommend reviewing the Mastery Grid to see the status of the concept for each student in your classroom. Use these insights to determine who will most likely benefit from the Targeted Practice. Below we show you how to review the Mastery Grid to assign a Targeted Practice (Concept Improvement). In this example, of the three students in the classroom, one is receiving prerequisite concepts. Therefore, the teacher excludes this student when assigning a Targeted Practice (Concept Improvement) and assigns to the other 2 students.
5. What are “Intervention Needed” concepts?
When ScootPad exhausts all available resources, and determines a student and/or concept needs re-teaching 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 detail on the adaptive practice dashboard and also by launching the RTI-aligned 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!
6. How do students drop off the Intervention Monitor?
Students drop off the Intervention Monitor very quickly as they show consistency in answering the newly assigned questions from the improvement practice. Review the results for valuable insights. Next review the Student Proficiency report to see the details behind the Proficiency Score which has been updated with the new data.
Is your classroom all set up and ready to go? If not or if you would simply like some guidance, join our webinar by clicking here 🙂 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 and typing “RTI” or “Intervention” in the search bar.
The ScootPad Team