Data Communication Plan
Teacher’s Involvement in Data Gathering and Use
As the teacher, I will:
- Create assessments and assessment blueprints useful for gathering appropriate data.
- Gather data for a specific purpose of evaluating and improving a certain aspect instruction, school processes, or student learning.
- Pay attention to data I have gathered and use this evidence to effect change in instructional or grading practices, or in school programs.
- Be prepared with measures of solid data in case school administration or state officials should ask.
Student Involvement in Data Gathering and Use
Students will:
- Provide student learning data by taking tests and other assessments administered by myself or another educational authority.
- Provide perception data by answering questionnaires and other opinion assessments administered by myself or another educational authority.
- Track their own grade progress in their progress tracking charts (See Grading) to generate data about themselves for their own personal use. Students will use this data to determine how they can change their own habits to improve their personal grades.
Communication About Data with Stakeholders
Although parents and students may not be as interested with data results as they would be interested in individual grades, data is incredibly important to communicate, especially with principals and other administration. I will communicate with:
- Students, by sharing with them trends I think may be useful for them to understand. For example, if students who attend after-school tutoring see their grades rise by a full point, I would share this with the class in order to encourage more students to get involved with this program.
- Parents, by sharing with them valuable data information during parent-teacher conferences. I will especially take note to share with parents any data heavily influenced by their child’s achievement or perceptions.
- Other teachers, by sharing general data trends at PLC meetings. In this way, all of the teachers in the PLC will be able to compare data and evaluate certain practices or processes which are being used.
- The principal and other administration, by submitting an electronic version of my gradebook once a month, as well as any notable blueprints or other sources of gathered information. This will allow me to keep in close communication with administration, and will prove my results as a teacher.
As the teacher, I will:
- Create assessments and assessment blueprints useful for gathering appropriate data.
- Gather data for a specific purpose of evaluating and improving a certain aspect instruction, school processes, or student learning.
- Pay attention to data I have gathered and use this evidence to effect change in instructional or grading practices, or in school programs.
- Be prepared with measures of solid data in case school administration or state officials should ask.
Student Involvement in Data Gathering and Use
Students will:
- Provide student learning data by taking tests and other assessments administered by myself or another educational authority.
- Provide perception data by answering questionnaires and other opinion assessments administered by myself or another educational authority.
- Track their own grade progress in their progress tracking charts (See Grading) to generate data about themselves for their own personal use. Students will use this data to determine how they can change their own habits to improve their personal grades.
Communication About Data with Stakeholders
Although parents and students may not be as interested with data results as they would be interested in individual grades, data is incredibly important to communicate, especially with principals and other administration. I will communicate with:
- Students, by sharing with them trends I think may be useful for them to understand. For example, if students who attend after-school tutoring see their grades rise by a full point, I would share this with the class in order to encourage more students to get involved with this program.
- Parents, by sharing with them valuable data information during parent-teacher conferences. I will especially take note to share with parents any data heavily influenced by their child’s achievement or perceptions.
- Other teachers, by sharing general data trends at PLC meetings. In this way, all of the teachers in the PLC will be able to compare data and evaluate certain practices or processes which are being used.
- The principal and other administration, by submitting an electronic version of my gradebook once a month, as well as any notable blueprints or other sources of gathered information. This will allow me to keep in close communication with administration, and will prove my results as a teacher.