Tracking and Reporting
The data we get about what our students are learning needs to drive how we teach. In order to do this, we need to track and report progress and achievement of the standards. This year many teachers have been experimenting with systems to track and communicate student progress, and we’ve learned a lot about what works (and what doesn't). Core teachers piloted dual-reporting systems (reporting both grades and skill progress) in the 2011/2012 school year, and were pleased with the results. These systems, while still cumbersome, have led to greater understanding of student skills and needs, better personal connections with students, and more precise and meaningful communication with students and parents. But there were also many frustrations, the most significant being time. Tracking and reporting learning takes time. Lots and lots of time. Feedback from teachers, students and parents has shown this time to be worth it, but we are all working to develop systems that balance great information with efficiency.
Tracking and Reporting II
Tracking and Reporting II