4b: Maintaining Accurate Records

We hope everyone enjoyed the Polar Vortex: Part 2! From many conversations that we have had, it appears that many people took the opportunity to catch up on some paperwork and even plan ahead to the months ahead. It's amazing how productive we can be when we "borrow" a few hours that we didn't think we had! This week's blog focuses on component 4b: maintaining accurate records. This component encompasses student information connected to tasks and learning, as well as non-instructional recording keeping...something many teachers were able to do on Monday and Tuesday.

Often teachers may feel that there is an endless parade of paperwork that travels back and forth to school in a work bag.  Fortunately, our digital tools are offering many ways to lighten the load, both literally - by going paperless, and figuratively - with more efficient tools!  Sometimes, that digital clutter can feel just as overwhelming...especially when you can’t find something in Drive!

While there are many aspects of “records” we could dive into, nothing is more important than the ways we give feedback regarding and document evidence of student learning.  As we move forward with Proficiency Based Learning systems we will see a change in our methods for communicating progress to parents.  Our current system of “grading” students does not speak to the growth students make when given a clear learning plan.  Maintaining accurate records of demonstrated proficiencies is essential for communicating progress to parents within our current system, as well as when we move forward to a new system.  We need artifacts and evidence of demonstrated student learning to ground our assessments as well as plan our instructional next steps.  

When thinking about the accuracy of our records or gradebooks we should consider whether we are continuing to ask the question “how will we know if a student is proficient?”  And also “how am I engaging my students in determining what is proficient?”.  It is important to note that this component stretches beyond ensuring Standards Score is up to date, fair and accurate.  There are many additional ways teachers keep records to support moving students forward.  Analyzing Student Work protocols, checklists, conferring notes, lesson plans and intervention summaries all ensure that our tiers of instruction are supporting all learners within our schools.

The elements of component 4b include: maintaining information on student completion of tasks (the process) as well as maintaining information on student progress in learning (the assessments).  Additionally, maintaining information on non-instructional activities is an element in this component.

What separates a proficient from a distinguished teacher in this component is the distinguished teacher’s ability to engage the learners in those three elements.

This week’s question:

What type of records do you maintain that give the you most insight into what your students have learned and/or your instructional next steps?