Involvement, Communication, and Timeliness Plan
Teacher Involvement
I will analyze and use the data I collect from assessment of my students. This data will drive future teaching and instruction I provide in the classroom. Also, I will not keep the data I collect a secret. Beyond using it to better classroom instruction, I will share the information with students and key stakeholders. As some data contains more pertinent information than other data, I will sort, organize, and prioritize the data I collect to ensure I effectively apply the information gathered from data. From each measure of data, I will receive valuable insight, which will guide the direction of future classroom instruction.
Achievement Data: From this data, I can quickly see which students understood the concept or material and which students are struggling and need additional support. Also I will be able to gauge the effectiveness of a lesson and my instruction from this data; if the majority of students are struggling to meet proficiency, I may need to adjust my instruction and provide more support.
Demographic Data: This data will provide me with information on the achievement of specific groups of students. This may be helpful in identifying learning patterns among students or determining factors in a student's success.
Program/Process Data: This data will inform me of the successful (or lack thereof) of a program or process used in teaching. If a program is highly successfully it is valuable to know it is the root of the success; likewise, if a program does not yield high results, it may be necessary to reconsider its continued implementation.
Perception Data: This data will cue me into my students' reactions to learning. From this data I will have a better understanding of my students' emotional response and feelings towards their learning. I can use this information to help me develop lessons and instruction, which will provide my students with a possessive learning experience.
Achievement Data: From this data, I can quickly see which students understood the concept or material and which students are struggling and need additional support. Also I will be able to gauge the effectiveness of a lesson and my instruction from this data; if the majority of students are struggling to meet proficiency, I may need to adjust my instruction and provide more support.
Demographic Data: This data will provide me with information on the achievement of specific groups of students. This may be helpful in identifying learning patterns among students or determining factors in a student's success.
Program/Process Data: This data will inform me of the successful (or lack thereof) of a program or process used in teaching. If a program is highly successfully it is valuable to know it is the root of the success; likewise, if a program does not yield high results, it may be necessary to reconsider its continued implementation.
Perception Data: This data will cue me into my students' reactions to learning. From this data I will have a better understanding of my students' emotional response and feelings towards their learning. I can use this information to help me develop lessons and instruction, which will provide my students with a possessive learning experience.
Student Involvement
A student's progress should not be a mystery to anyone, especially the student. Students should always be aware of their current standing and progress in the learning process. Students are to use data to improve their learning outcomes. Data can be a motivator for students to achieve higher grades, encouraging students to work for academic improvement and a better learning experience.
Using student portfolios is one way I will be able to effectively share data directly with students. This will allow each student to see his/her own data and progress in relation to the learning targets but not in comparison to other students or the class as a whole. By sharing data in this way, students will not be compared to the achievements of other students, but students will be able to compare their progress to the goals of learning.
Using student portfolios is one way I will be able to effectively share data directly with students. This will allow each student to see his/her own data and progress in relation to the learning targets but not in comparison to other students or the class as a whole. By sharing data in this way, students will not be compared to the achievements of other students, but students will be able to compare their progress to the goals of learning.
Communication with Stakeholders
Data is to be shared with the key stakeholders, as it communicates students' achievement and provides evidence of students' gains.
Parents
To communicate data information to parents, I will keep consistent and intentional contact. This will be done through notes sent home, emails, and phone calls updating parents on their child's progress. At the beginning of the year, I will ask parents what method of communication they prefer to ensure each parent receives the communication I send. I will also have student portfolios available to for parents to view either in person or highlighted on the classroom website, clearly showcasing the student's achievement. During parent-teacher conferences or during other pre-determined appointments, I will meet with parents and share student's grades and assessment data.
Principal & Administration
I will keep an open conversation with my principal and administration on the data collected from my students. Keeping well documented and organized data that is up to data, I will always be ready to share pertinent data when it is requested. By establishing regular and frequent meeting times to review data with my principal, I will be able to share victories and concerns for my class and individual students.
Other Teachers
With the other educators invested in my student's success, I will share the data I have collected from my students, as evidence of successes and struggles. This data can be shared in a PLC meeting with other teachers of similar grade levels/content areas in an effort to combine strategies and instructional processes, which have lead to high achievement. The PLC planning sessions allow for teachers to collaborate and share data, ideas, and strategies with one another. During a PLC session, I will have the opportunity to share effective strategies I have found useful and receive helpful feedback and input from my colleagues.
Parents
To communicate data information to parents, I will keep consistent and intentional contact. This will be done through notes sent home, emails, and phone calls updating parents on their child's progress. At the beginning of the year, I will ask parents what method of communication they prefer to ensure each parent receives the communication I send. I will also have student portfolios available to for parents to view either in person or highlighted on the classroom website, clearly showcasing the student's achievement. During parent-teacher conferences or during other pre-determined appointments, I will meet with parents and share student's grades and assessment data.
Principal & Administration
I will keep an open conversation with my principal and administration on the data collected from my students. Keeping well documented and organized data that is up to data, I will always be ready to share pertinent data when it is requested. By establishing regular and frequent meeting times to review data with my principal, I will be able to share victories and concerns for my class and individual students.
Other Teachers
With the other educators invested in my student's success, I will share the data I have collected from my students, as evidence of successes and struggles. This data can be shared in a PLC meeting with other teachers of similar grade levels/content areas in an effort to combine strategies and instructional processes, which have lead to high achievement. The PLC planning sessions allow for teachers to collaborate and share data, ideas, and strategies with one another. During a PLC session, I will have the opportunity to share effective strategies I have found useful and receive helpful feedback and input from my colleagues.
The chart below displays classroom data, which has been organized and simply arranged. Such a chart could be use to quickly share assessment data with a principal or other teachers in a PLC group.