The Formative Period can be a period of rapid growth in student knowledge base and performance potential. Teachers can reduce performance gaps and support non-traditional learners when two things happen: First, teachers must be successful in building a learning environment with behavioral and academic rituals and routines that equip all students for success. Second, students start to master active listening, reading to learn, effective notetaking, and prioritizing learnings. If teachers haven’t been successful in developing these foundation pieces, academic leaders need to consider
extending their opening activities for one or two more weeks. To get maximum growth in the Formative Period, students need to work in an academic environment that prepares them for success.
When Ed Directions is working in a school, we use the checklist below to facilitate discussions with academic leaders and teachers about the school’s readiness to begin the Formative Period. If there
are more than three “no” answers, we encourage schools to prioritize and pick the top three in terms of impact on students and develop ad hoc plans for those priorities that will be implemented in a two-week extension of the opening.
– excerpt from Turning Around Turnaround Schools, Volume 2 – Embracing the Rhythm of the Learner Year
The free tools provided on this site are pulled, in part, from our recent book Turning Around Turnaround Schools, Volume 2 – Embracing the Rhythm of the Learner Year. If you have questions about how to use any of these tools, please feel free to contact us, or check out the book, available on amazon.com.