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WHAT WORKS IN EDUCATION The George Lucas Educational Foundation

Mesquite Elementary School

Grades 3-5 | Tucson, AZ

5 Strategies to Ensure Student Learning

After Arizona's Mesquite Elementary School developed Reteach and Enrich, a program to provide additional instruction time for students struggling with math, test scores shot to the top and have stayed there ever since. Watch the video.
Mariko Nobori
Former Managing Editor and Producer, Edutopia
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Teachers have specific weekly curricular objectives; students who need more time for mastery receive an additional half-hour of differentiated instruction every day.

Mesquite Elementary School, in Tucson, Arizona, attributes much of its turnaround in student performance -- and their ongoing success -- to their Reteach and Enrich program. Within the first year of implementation, even before teachers had worked out all the kinks, Mesquite went from a "performing" school (as labeled by the state of Arizona) in 2002 to an "excelling" school, the highest ranking, in 2003. The school has maintained an "excelling" status ever since.

The goal of the program is to give students the opportunity to master essential skills and knowledge before they move on to the next level. Here's the approach:

  1. Each week has defined curricular objectives.
  2. Teachers assess students on those objectives at the end of the week.
  3. Based on assessment results, teachers assign students to either reteach or enrich sessions for the following week.
  4. Beginning the following Monday, students attend either a 30-minute reteach or enrich session every day.
    • Reteach: Teachers reteach objectives using different lessons for students who need additional time for mastery. The teacher whose students performed best on the previous week's assessment teaches that week's reteach students. Students stay with that teacher for the daily half-hour sessions the whole week to minimize transition.
    • Enrich: Teachers expand on objectives for students who have mastered the basics. Students in the enrich class rotate to a different teacher each day so they can experience varying teaching styles as well as learn with different peers.

Reteach and Enrich (R&E) is highly replicable; every school in the Vail School District has implemented the program, and it continues to lead to improved student performance. However, there are some essential elements that are key to making it work.

1. A Common Curriculum Calendar

R&E depends on a shared set of clearly defined curricular objectives that are scheduled out for the entire year. This means that for any given week within each grade, all the teachers are teaching the same objectives. However, they are not necessarily teaching the same way; the instructional approach is left up to each individual teacher. The calendar keeps them on track by setting the pace so that teachers know that by year's end they will have taught -- and students will have learned -- all the essential standards. Says Vail superintendent Calvin Baker, "When we hold students accountable for very specific standards, and we expect all of them to know that standard, then we hold ourselves accountable for getting that job done."

2. Dedicated Time

Everyday at Mesquite, from 12:30 p.m. to 1 p.m., the whole school is involved in R&E. In addition to this daily half hour, R&E requires time for teachers to review and assess student data as well as plan instruction to meet each child's needs, both generally and within the program. At Mesquite, each grade has dedicated common planning time for teachers while their students are in "specials" (e.g., P.E., computer lab, library time, and so on).

To fit all that in, time management is also of the essence, right down to classroom transition time. For R&E, all the students transfer from their regular classroom to their assigned reteach or enrich room in under a minute, thanks in part to the convenient setup of their classrooms around a common area (see video below).

3. Collaboration

Collaboration is a key part of Mesquite's culture and is essential to R&E. Students rotate to different teachers during R&E, so every teacher must know every student in his or her grade level. Teachers share information about their students' progress so that all the teachers in a grade level share ownership of every child's education. They plan together and share resources and lesson plans that have been successful, and they seek insight from one another on lesson plans that were less effective.

4. Formative Assessments and Data Analysis

Early on, the teachers at Mesquite created their own weekly assessments; now there is a team of teachers at the district level that writes them. The assessments are short -- usually just five questions on one objective -- but they provide consistent insight into students' progress so that teachers can address any needs promptly. Diane Samorano, Mesquite's student achievement teacher, tracks the assessment data and the data from schoolwide screenings and quarterly benchmarks. She meets with the teachers every two weeks to review the latest results, to identify students who are struggling, and to help teachers plan instruction accordingly.

5. Involved and Informed Leadership

In order to address a variety of student needs, teachers must have access to resources, and principals must know what's going on in the classroom. Katie Dabney, principal at Mesquite, routinely visits classes, converses with students, and attends every data meeting for all grades. "As instructional leader, I have to stay on top of the data and be actively involved in searching for students who are at risk or need an extra challenge."

Comments (14)Sign in or register to postSubscribe to comments via RSS

Ahnna Barnett's picture

I have a wonderful group of teacher that I get to collaborate with, but R&E takes it to a whole new level! I love that the assessments are all uniform and that the students that are grasping the material get an allotted time for enrichment. So many times, they are the ones that get left out of the intervention process.

kim Lipthrott's picture
kim Lipthrott
Curriculum Resource Teacher from Florida

Love this strategy of reteach and enrich. Any ideas on how it could be done in a middle school ? Teachers have common plan but 3 subject area teachers per grade level. 3 gr 6 math, 3 grade 6 science etc. same for grades 7 and 8. Entire school has morning from 8:45 to 9:45 in subject area for 9 weeks then rotates as whole group. Your method is much more focused and hits immediate needs. Any ideas ???

@creativityassoc's picture
Director, Education Division, Creativity & Associates

I'm very curious about the enrich portion of that time. Do teachers use strategies such as arts integration to deepen the learning? It would be difficult in that schedule since planning happens while students are in specials. I was also curious that "specials" didn't include any arts in the list. The concept of "Reteach/Enrich" sounds ideally suited to including arts integration.

LindzyT's picture
First grade teacher from Marion, Ohio

I'm wondering, what happens after the week of reteach? Are the students given the exact same assessment from the previous week or a new one with the same concepts? Also, what happens if after that week of reteach students have still not mastered the skill?

Mariko Nobori's picture
Mariko Nobori
Former Managing Editor and Producer, Edutopia

Hi LindzyT - Great questions. If I recall correctly (our visit to Mesquite was a few years back), instruction is differentiated for reteach, and I believe the assessment is different as well. However, I'll reach out to their principal for confirmation on that, and will also ask about what happens if a student has not mastered a skill after the week of reteach. Stay tuned...

JenniferO's picture

Great ideas for differentiation and engaging all students! I'd love to see how something similar would work at the middle and high school levels. Also curious about the answer to LindzyT's question about what happens after the R&E if the reteach students don't achieve mastery. Would love to hear the follow up. Thanks!

Praisemusic63's picture

I agree! Sometimes as a special teacher the training doesn't include our subjects which would be nice and make it easier. However I have integrated these strategies into the music classroom.

WafaSM's picture

I quite like this routine and system. Its quite organized and the aim here is learning and teaching effectively not just finishing the syllabus. This kind of collaboration, resources and prior planning does not only help the students but also the teachers. Sometimes when the students are performing poorly we either blame the students or the styles of teaching adopted by the teacher. However, we overlook the fact that teachers are also humans and just as a banker or computer programmer would make mistakes if tired or burdened with work so would a teacher. In order to teach effectively it is very important for the teacher to also be in a positive, enthusiastic and cheerful state of mind so that the students may take interest in the subject or lesson being taught. Where learning is concerned, a teacher and a student are equally important!!! :)

Doreen Creighton's picture

LOVE this idea....but......what if some students still don't get the concept after the week of reteach? Common planning time is okay, but can't use the whole planning time for just math, there are other subjects to plan for as well during that time. Lastly, if Friday assessments are given and students begin with reteach groups on Monday, when is the data evaluated by teachers to know which students need reteaching...Friday after school???

Love, love, LOVE this idea, but need some more information to make it workable...Ideas?????

Youki Terada's picture
Youki Terada
Senior Associate, Research Curation

Hi Doreen,

Great questions! The Friday assessments are short -- 5 questions, which makes it manageable. Each grade level meets twice weekly to evaluate students' performances on reteach/enrich math and ELA assessments and to plan out the following week's lessons (not sure which days, although Friday is likely -- we can check if you'd like). In addition, teachers get 30 minutes every day for common planing time. If a student needs additional support, individualized instruction (such as after-school tutoring) is then used. Student Support Teams and Data Teams also provide additional support.

Check out this document, it has a lot of detailed information on the school's practices:

Here's the daily schedule:

Hope that answers your questions, and let us know if you have any more!


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