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Building Effective Algebra I Remediation Programs in Your School

Learn how to set up remediation groups based on weaknesses, strengths, competencies, types of problems, and knowledge of graphing calculators to create individualized plans for students.

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Building Effective Algebra I Remediation Programs in Your School

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  1. Building Effective Algebra I Remediation Programs in your School. October 27, 2011

  2. Building effective remediation programs within a school setting OPTIONS: • Set up remediation groups based on weaknesses; • Set up remediation groups based on strengths; • Set up remediation groups based on competencies; • Set up remediation groups based on types of problems; • Set up remediation groups based on knowledge of the use of the graphing calculator. Algebra I

  3. Algebra I

  4. Algebra I Algebra I

  5. Example ISet up remediation groups based on weaknesses; • Number and Operations (1/7) • Algebra (9/24) • Geometry (2/7) • Measurement (3/8) • Data Analysis and Probability (2/7) Algebra I

  6. Example IISet up remediation groups based on strengths. • Number and Operations (5/7) • Algebra (13/24) • Geometry (1/7) • Measurement (0/8) • Data Analysis and Probability (4/7) Algebra I

  7. Example IIISet up remediation groups based on competencies, types of problems and use of graphing calculators. • Number and Operations (7) • Algebra (24) • Geometry (7) • Measurement (8) • Data Analysis and Probability (7) Algebra I

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  12. Create An Individual Plan for Students1. Determine strengths of students.2. Determine weaknesses of students.3. Discuss the number of problems per competency with students. Algebra I

  13. Develop a strategy using the blueprint. Focus on Data Analysis, Geometry and Number and Operations. (21 problems) (Note: 2g is closely related to 1a so this adds approximately two more problems to our total of 21, so now we are at 23 problems) Algebra I

  14. Strategies Continued: For Algebra I objectives 2a, 2b, 2e, 2f, 2h, 2i, 2j, 2k, 2L focus on how these objectives can be solved using the graphing calculator. Ensure students have programs that meet the goals of program related objectives on their graphing calculators. Algebra I

  15. Strategies Continued Students should understand and know how to use the following: • The use of the test feature on the graphing calculator. • The use of the graphing feature on the graphing calculator. • Use of the formula sheet to locate formulas. • Know how to locate key words in problems from the practice tests. • Use online tutorials for support. Algebra I

  16. Discuss what basic, proficient, and advanced problems look like with students. Algebra I

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  21. Locate basic, proficient and advanced problems for their strengths. Algebra I

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  28. View vertical alignment for pre-requisites. • All of number sense for grades 6-8 are important as it relates to the algebra strand. They can’t struggle with these things. • Properties of numbers. • Isolating variables. • Have proficiency with coordinate plane. • Mastery of objectives from 6-8 are important. Algebra I

  29. View 7th grade, 8th grade and algebra I connections. Algebra I

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