ABSTRACT
A process or plan must be developed to address what will happen when students don’t learn prior to giving the first common assessment. The type of assessment data used and discussed in Professional Learning Community (PLC) meetings will vary from one context to another, but in most cases it is the team-made minor and major assessment data that will drive the majority of conversations. A teacher should never be “shocked” by their class results on a common major or minor assessment, assuming the teacher is conducting frequent and high-quality day-to-day informal assessments throughout each lesson. The remediation group should be set up to provide standard or concept remediation to students who were not proficient on grade-level standards or concepts as reported by a common assessment. The time and place of the reassessments should be determined by the PLC, and will likely be dependent on a school’s space and resources.
