The Classroom
Check-Up
[1]
Using Simple Data
Before class, determine your goal and write it on your goal sheet. Write in the time you want to
begin and what time you want to end. Ten to 20 minutes should be sufficient to capture your rate
and accuracy of opportunities to respond. During class, keep the goal sheet somewhere readily
available to you at all times, for example, on a clipboard you carry with you.
Divide total responses by the number of minutes to find your rate of responses per minute. Then,
divide correct responses by total responses to find students' percent of accuracy. Space is
provided on the goal sheet to work or take notes. Finally, determine if you've met your goal.
If you met your goal
Congratulations! Reward yourself with some
praise and keep it up! Consider increasing
your goal.
If you did not meet your goal
Reflect on any challenges that you had. Determine how to
overcome the challenges and give it another try. Meeting
with your CCU coach to problem solve can be helpful, as well.
Goal Setting: Increasing Opportunities to Respond
How will I change my goal next time?
Increase goal Stay the same
Some students repeatedly
answer questions incorrectly.
Consider working with the students individually or in
smaller groups.
Challenges Tips from the Field
When using names on sticks,
students become off task once
their names have been
called/pulled from the cup
because they know they will not
be called on again.
Start putting the sticks back in the cup after calling on
students. If you would like to still keep track of who has
been called on, you can:
1. Color one end of each stick before class. When you pull
the stick, flip it, and place it back in the cup once the
student has been called on. That way, you can discretely
ensure each student will be called.
2. Have two cups, one with students who have been called
on and the other students who have not. Randomly
alternate which cup you choose from.
Most students in the classroom
respond incorrectly to questions.
Provide additional instruction or review the material.
Consider whether the instructional level is appropriate for
students in your classroom.
