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DECISIONPOINT EDUCATIONAssessment response

ASSESSMENT & RETEACH DECISION PLAN

CONTEXT
6th Grade Science | Ecosystems Common Assessment
Learning expectation: Students will explain how changes to one population affect an ecosystem using evidence from a model.

THE DECISION
Using evidence from a model is the first reteaching priority at 48% mastery. About 14 of 27 students may need additional evidence or support.

SKILL EVIDENCE
Needs immediate response
• Using evidence from a model — 48%

Developing
• Cause and effect — 62%
• Academic vocabulary — 74%

Ready to extend
• Food-web relationships — 81%

SUBGROUP EQUITY CHECK
• Students with IEPs — 46%
• Multilingual learners — 51%
• All students — 64%
• Students with 504 plans — 68%
Review differences as a signal to examine access, instruction, and opportunity—not as a label for students.

LIKELY MISCONCEPTIONS TO VERIFY
• Students answered correctly but could not explain
• Students did not use evidence accurately

FLEXIBLE RESPONSE GROUPS
• REBUILD — Students who cannot yet begin Using evidence from a model. Use a model, think-aloud, and immediate check.
• PRACTICE — Students showing partial understanding. Use scaffolded practice, then remove one support.
• EXTEND — Students already secure. Ask for transfer, comparison, justification, or error diagnosis.
Use anonymous labels and regroup from fresh evidence; do not publish student membership in this plan.

3-DAY RESPONSE CYCLE
Day 1 — Confirm the misconception with one hinge question; model the key decision and contrast it with a common error.
Day 2 — Provide flexible-group practice using: Worked example and teacher think-aloud; Vocabulary preview with examples; Error analysis with a non-example.
Day 3 — Remove one scaffold, collect Exit ticket, annotated model, and one written explanation, and decide who moves forward.

30-MINUTE RETEACH LESSON
• 4 min — Hinge question completed independently
• 8 min — Think-aloud and error analysis
• 13 min — Flexible-group practice with matched supports
• 5 min — Individual reassessment and written reasoning

IMPLEMENTATION & ACCOUNTABILITY
Owner: Classroom teacher
Implementation evidence: Exit ticket, annotated model, and one written explanation
Reassessment date: Schedule before instruction begins
Success criterion: Raise the priority skill and narrow subgroup differences while preserving the grade-level learning expectation.

ADMINISTRATOR / TBT LOOK-FORS
• The response is tied to skill-level evidence, not a total score alone.
• Groups are flexible and based on current work.
• Required IEP, 504, and language supports remain in place.
• Students already proficient receive extension rather than extra repetition.
• A named owner, implementation evidence, and reassessment date make follow-through visible.

NEXT DECISION
After reassessment: continue, adjust the strategy, intensify support, or move forward. Record what changed and what evidence supports the decision.