Action steps when dispersion (SD) is large

1. Check the test: Were items aligned with what was taught? Any ambiguous questions?
2. Look at item analysis: Are some skills systematically missed?
3. Group students by the skill gap, not by ability label. Use flexible, short cycles (2–3 lessons).
4. Reteach with varied methods (experiential tasks, visuals, small group practice).
5. Reassess a focused set of skills (quick check) to measure growth.

Script to leaders when asking for help:

• “The assessment shows a large spread; item analysis points to misconceptions in fractions. I’ll run targeted small groups for three lessons. Could we schedule two intervention blocks next week and reassign one TA to support those groups?”

Sample feedback sentence stems (ready to use)

For growth-oriented feedback:

• “You did X well. Next, try Y because it will help you reach Z.”
• “I noticed you can [specific skill]. Let’s practice [next step] together.”
• “Great attempt — here’s one clear change that will make it better…”

For parents:

• “Your child’s recent check shows improvement in A. A small focus at home on B for 10 minutes three times this week will speed progress.”

For leaders:

• “Data shows progress overall, but variability is high. Our instructional plan: targeted reteach, quick cycle reassessment, and PLC review of item patterns.”