Repost: 02 Working with all types of learners

Repost from 2022 - Please note that links to others pages from the "Removing Barriers" website are now archived. Please look in the Special Education section of this website for updates. 
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Note: I've written before repeatedly about things like retakes and RRR on my Latin blog, Pomegranate Beginnings. As PBP is undergoing some changes, I am opting to post this update here as part of this series. I feel it fits both discussion of Latin and working with all kinds of learners however. 

Introduction

Retakes can be a sticky subject for teachers. I've heard many reasons as to why retakes should be given and why they shouldn't. I've even addressed some of these in previous posts (see above). What I want to consider today is how retakes can harm students and particularly neurodivergent and disabled students and, more importantly I think, how we can use this vital tool to support them instead. ​

The Scenarios

I'd like to take a look at a few scenarios. Some are things I've heard about in general classrooms and some are things I've done in the past. I want to be clear that I am, in no way, trying to target any particular teacher and, more importantly, that none of us are perfect (I am far from it). Rather, I'd like to bring a different perspective to these practices that are often considered "standard" or even "best" in certain cases. 

Format
General Topic. Scenario. My thoughts. ​

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1. Test Corrections. In this classroom, the teacher does test retakes via corrections. They require students to work on the corrections at home, but allows them to use any materials they already have to make those corrections. This teacher gives up to 3/4 credit: 1/4 for the right answer and 2/4 for the explanation that shows the mistake (1) and the reasoning for the right answer (2). This scenario puts the labor on the students wholly. It also requires a number of things to be true in order for it to work. Firstly, the student would have needed to be present for and take such impeccable notes/keep all previous work with teacher corrections in order to get the "correct" responses that the teacher wants. Secondly, it presumes that the student has (I'm guessing) at least twice the amount of time each question took in order to receive 3/4 possible credit. This means that if the student has after school activities, a job, or responsibilities at home (like watching younger siblings), another aspect of their life must suffer in order to complete this if a deadline is given. Further this scenario denies students full credit for nothing other than time. Students who understand things later, and can explain why, will never receive the same credit as students who get it right immediately (or accidentally) with half the work. ​
2. Peer Tutoring. This classroom requires students to use the honour society to prepare for a retake. The student wanting to retake may attend honour society tutoring on Tuesday mornings or Thursday afternoons at the school for 30 minutes. They must attend no less than 2 sessions in order to qualify for a retake. The retake must be completed within a week of the original exam date. In this scenario, there is almost no way to win. This method favours students who are affluent enough to have their own car or be driven in by someone. It favours students who have rides both ways, before and after school, and places the labor on the student and their peers. The unknown factors here make it almost impossible for a student to meet the requirements and get credit. If the peer tutors are unavailable, or if the student cannot make back to back sessions, if the peer tutor doesn't understand the material, or if the student has so many questions it takes more than 2 sessions, the student will never be able to take the retake. 
3. Schedule a retake. This classroom allows students to retake any assessment any time of the grading period. But, students must submit a request to the teacher before or after class, schedule it on the teacher's schedule, and after 2 no shows, the student loses the ability to retake that test. Okay, I admit this one is probably the most common and most free, but... hear me out. Let's consider student A. Student A has ADHD and struggles with executive functioning. They use their phone (an often recommended way to keep track of things) to keep a schedule, but even remembering to put things in when there's a time crunch can be hard. Student A goes to the teacher's room first thing in the morning as their parents dropped them off specifically to schedule the retake. But... the teacher isn't there yet. The student leaves a note on the teacher's door and goes to get breakfast. They forget to come back. The teacher waits for the student to say something in class, but the student, by this point, has completely forgotten. Let's consider Student B. Student B's parents both work jobs throughout the day and cannot bring the student early. The student has basketball practice after school and on Thursdays the team provides a study break for students to get help from teachers. Student B approaches the teacher and asks for a retake on Thursday afternoon. The teacher tells the student they have afternoon duty and cannot make time that day. Since that is the only time the student can meet, they opt to take the low grade and not do the retake. While this may seem like the best option... neither student benefits from the policy. 
4. The traditional RRR day. This teacher has implemented RRR days. They print out student grade reports, highlight grades that need to be made up, and either post a list of how to do that or makes packets for kids. Students get 1 day every 2 weeks to do this work in class. Students can take the work home, but if it isn't turned in within a week of the RRR day, the student loses that chance and must wait for the next one. Yes, this is my idea... but we'll talk about that later. Let's consider Student C. Student C is on the football team and has no less than 5 teammates in this class. His teammates all have As. Student C doesn't. Their friends receive their grade reports and decide that since they have As, they are going to play a group video game on their phones. Student C is pressured by their friends to play with them. It's just a little work and there will be another RRR day. Student C decides to not do the work this time and promises themself they'll do it next time. This scenario repeats itself... EVERY TIME. Student D has been sick. They've been out for 2 weeks. They receive a packet that is... thick. Student D works the entire hour, without a break, but they don't finish. They decide to take the packet home over the weekend and finish. Student D also has make up work for all their other classes. At home they work all waking hours and eventually have an anxiety attack. Their parents sit with them and go through the work. They determine to focus on core classes first and electives later. The student dose this and misses the deadline to turn in work, even though they had some complete. Now they must redo it again the next time. Student E has an intellectual disability. They also receive a thick packet. They ask the teacher where to start and the teacher suggests starting with vocabulary. The student starts the work but quickly becomes discouraged at the amount they don't remember/know yet. The student decided that since this was the help the teacher gave, they must be too dumb to do the work and give up. 

To Put it Bluntly...

These kinds of retakes really only serve a specific type of student:

• neurotypical
• affluent
• lots of free time
• ability to get things right quickly

In other words... it really serves the student who likely already did well on the first assessment. 
​So... what can we do?

The Answer!

​There is no one answer. I know that isn't the ideal response, especially as teachers who are responsible for multiple students (I have an average of 150-180). But, hear me out. The simple answer is: flexibility and adaptation... on the teacher's part. I was afraid when I realised this because I wondered how much extra work it would put on me. After a few years of working this way I realise... it doesn't. It isn't something I can put in a single blog post or provide a template for, however. But... let me address each of the students we talked about in our scenarios:

1. The student who works a job outside of school/takes care of siblings. One of the easiest ways I've found to work with these students is using standards based grading and incorporating retakes into our every day work. When I do this, I ensure that the students receive (a) remediation and (b) there is no undue pressure to get things done when they have other responsibilities. Importantly: this is how I largely do retakes now -- I will remediate with the entire class and use creative assignments to get the information I need without putting extra work on any one student or myself.​ This also works really well for: students who have missed a lot, students with processing disorders or who need more time to comprehend topics, students with executive functioning concerns, etc.
2. Student A. I am not going to ask my students to see me outside of class to discuss grades. I am, of course, going to leave it as an option, but I am not going to require it. Having said that, I also don't allow interruptions to discuss grades. Instead I take a note that a student needed me and I wait until we are are doing group/individual work or I ask to see the student after class. I will make a plan with them or I will incorporate it into class.
3. Student B. If student B wants my specific help, I will invite them to my duty station and we'll work together there. Another option would be to switch duties for a week with another teacher. This allows me to be in the room to help that student. If I know that many students have similar struggles I will incorporate small group instruction in class as well. 
4. Student C. Unless asked specifically I do not pass out grade reports any more. For many students it is helpful, but it shames students who do not have the grades wanted/needed and still puts the labor on the student to follow up. If I have noticed student C's pattern of working (or not), I will ask to speak with them and find out the core issue. If it is simple peer pressure, I will make a plan with them specifically to get work made up privately. If it is executive functioning concerns doubled with peer pressure, I will make a daily plan that includes subtle reminders about work (a hand sign, a shoulder tap, etc.). If the student is truly struggling with the material, I will incorporate their specific concerns into class and the entire class will benefit. 
5. Student D. Whenever this happens, I try to take as much pressure as possible off the student. I check in with them every few days and ask them to focus on class during class and, if they really want to do something at home, to work on vocabulary only. I will use every opportunity to take a grade (yay SBG). Examples: I will take a speaking grade whenever the student asks a question in the TL or responds to a question. I will take a comic strip from a story for standards about comprehension of a story, comprehension of details of a story, etc. I will take a dictation grade for the dictation and ability to listen to spoken language. 
6. Student E. (1) I will sit this student right next to my desk. This allows me to keep an eye on their progress AND their anxiety levels. I will never call them out specifically, but proximity also allows me to check in regularly and quietly. I will also, whenever this student gets frustrated, go back to something I know the student knows and use it as a starting place. (2) I will expand my understanding of how students show progress. I often employ unconventional ways of showing understanding in order to meet the student where they are and allow them to show progress in a way that is meaningful to them. Some ways I've done this are:
   1. using highlighters to highlight answers in a story from oral questions instead of answering multiple choice questions or writing sentences out
   2. giving exams orally and marking their answers myself
   3. using Wikki Sticks, legos, play doh, etc. to let the student manipulate something to show me a picture of a story. 
   4. Allowing a student to take a multiple choice test via Gimkit because:
      1. it doesn't require filling in little circles or writing
      2. it is colour blocked allowing an easier time of seeing and processing answers
      3. it allows students to reconsider questions and gives me question specific data. 
      4. it breaks up the standard testing procedure which can disrupt testing anxiety

I wish there were a simple answer, but there isn't because we don't teach computers, we teach human beings. Education and testing, in particular, have largely and historically favoured the neurotypical, affluent, and gifted student when they are the students who often succeed without any help or intervention. As educators we should be working to ensure progress for all types of learners.