Reporting on Student Learning

It is interesting watching the news as there has been a lot in the digital world on some comments that teaching is a job like parenting, and that anyone can do it. I would say that effective teaching (and effective parenting) is another story… Parenting is not easy! Good educating is technically sophisticated and difficult, requires high levels of education and long periods of training, is developed through continuous improvement, involves wise judgment informed by evidence and experience, and is a collective accomplishment and responsibility among all of our stakeholders, including teachers, students, parents, and our community.

Reporting on our students’ learning is a big part of that work. I love my own children and know them well as a dad, but I am not there to see their performance and thinking while they are at school. I rely on our kids’ teachers to help me with that. There has been a lot of discussion around what excellent reporting of learning looks like, and I would say the biggest part of all of this is back to “relationships.”

The greater the relationships we try to create with parents, as teachers and principals, the greater the understanding of the successes and needs of their individual child. In order to provide parents with greater information and understanding about their child’s learning, as well as to provide more opportunities more often, Keeler school has developed the following reporting plan for the 2013-14 school year:

  1. Aug. 22 – Welcome Back Barbecue – our first chance to meet as a school community
  2. Sept. 19/20 – Meet the Teacher Conferences and Individual Program Plan Development – our first formal meeting with parents to develop learning plans and goals for individual students
  3. Dec. 5/6 – Parent Teacher Conferences and Individual Program Plan Reviews – an opportunity to meet with the teacher to examine your child’s growth and develop next steps
  4. Jan. 30 – Report Cards
  5. Mar. 20/21 – Student Led Conferences and Individual Program Plan Reviews – an opportunity to have your child “show off,” meet with the teacher to examine your child’s growth and develop next steps
  6. June 25 – Final Report Cards

This allows parents to be receiving information and providing input every couple of months. This formal reporting process would also be matched with informal reporting processes such as:

  • Notes in Students Agendas
  • Phone discussions with teachers
  • Letters to or from the teacher
  • Tracking and Monitoring Tools
  • Individual Program Plans (IPPs) for Students who are Coded
  • Iris – an online tool for students and teachers in creating Learning Plans and documenting student learning. We have just stared using this, so more information will be forthcoming.
  • Informal meetings before or after school
  • Formal meetings scheduled as needed

Knowing that we are all on the same team and trying to enhance the learning that our students are undertaking is the biggest part of helping our students be successful!

Work hard, learn tons!


7 Responses to Reporting on Student Learning

  1. Mike says:

    I travelled to another school in our area: Chris Akkerman School to meet Mr. Clark – the Learning Commons Teacher there. We discussed traditional learning and how it can still be innovative. Learning Commons philosophies and innovative uses of technology were used. I watched a grade 1 lesson where they were creating infographics.

    The best part, though, was learning about what the school is spearheading: They are creating a scope and sequence for technology use in the school with expectations about what students should be able to do at different grades. It is an interesting conversation, and one we should consider for our school? Perhaps in a PD day?

  2. Lisa Bry. says:

    I spent the afternoon visiting a well developed L&L program at Harold Panabaker School. They have 3 L&L teachers who have all been there for several years. They do only minimal pullout, mostly just for math, Reading and Writing is nearly all done in the inclusive classrooms alongside the subject teachers, other than some intensive phonics one-on-one or one-on two phonics for the students who are struggling the most. Writing assessment in all subjects is based on the 6 Traits model, so the L&L teachers evaluate student work in all subjects (science, social, language) using a consistent rubric. I got to see the RAZ books in action and can’t wait until our school copy arrives, it looks great and super-useful.

  3. Tammy Alexander, Lisa Bartel, Kathy Sushko says:

    We had a busy afternoon working with a team of professionals and discussing the needs of a student. This collaboration will directly support the learning of the student of interest and make positive impacts with the other learners in the classroom.

    There were many “Aha” moments in the day. As we program and plan differently we can teach and reach them all!

  4. The Grade 6 Team says:

    Grade 6 looked at how the student led unit on Human Rights is progressing and discussed the big ideas that the different groups have been coming up with. We also took some time to look at pieces of student writing to see where there has been improvement so far this year and to check in with where students still need work.

  5. Lunnin and Polok says:

    Grade 5’s
    Today I met with our Speech and Language Pathologist. It got me thinking about language and instructions and how information comes across. I began to look at my next unit in math, to discover what the bigger picture was, how can my students learn, what they could show me? As IPP’s are approaching, I am thinking about goals and my children’s achievements and the progression they have all made, how their goals are being achieved and the things i need to still do for them to reach such goals. I also am speaking with another person who I am bringing into the school for our upcoming Science Unit.

  6. Grade Two says:

    CILO – October 30, 2013

    This week the grade 2 team discussed and examined the concept of community. As a grade team we have decided to focus this year around the question, what is community? We are connecting this question to all subject areas and this week we examined connection to units of study in the social study program of studies. There are three different communities that we will be investigating and to introduce the concept of community we will be creating individual mind maps of our community and discuss concepts like, climate, people, food, resources and shelter. We also investigated possible connection to the Classroom Champion program and our next topic of study, which is community. We also examined assessment results and discussed possible program goals for different students, we share resources and create a plan for differentiating lessons that focus on community. We also researched some of the possible social study resources available to the grade twos. We will be focusing on the text, “Our Community” to help guide classroom discussions.

  7. Heather says:

    Kindergarten was very busy this afternoon meeting with our Speech Language Pathologist to talk about IPP goals and the complex needs of out students. In Kindergarten speech and language development is paramount to children’s ability to develop in all areas. Our EYE reports are now done and we are preparing for our Parent-Teacher Conferences next week (November 7 & 8), so we wanted to take this time to all get on the same page to make sure we know exactly what information needs to be communicated to parents. With all of the information we gathered this afternoon we are now able to move forward with creating IPPs, so that we are able to thoroughly review these goals with parents during conferences.

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