Quarterly Assessments/Report Cards

At this point of the school year, you have probably sent out progress reports and are preparing for the end of the quarter.  This of course means you are also preparing for report card conferences. 

I have always found that the first report card is not necessarily a true indication of my students' abilities.  I say this because in most schools, the first few weeks are used for assessments in math, reading, writing, etc.  Some of those assessments take several days to complete.  I my last district, math took two days, reading took up to three, and writing took another three.  Add to that the first few days of covering routines, conducting fire drills, and height/weight checks, and two weeks have passed. Most times the curriculum itself is a review of the previous year's skills, adding another week to the process.  So by the time progress reports have gone out, the quarter's "true" learning has just begun.  By the time report cards come out, there's some material to work with, but not as much as there would be for a full quarter without all of the review.

Now that doesn't mean there is nothing to report.  By report card time, you can tell who is above, on, or below grade level and which subjects those traits may be found.  For example, you may have a student who is really high in math but struggles with aspects of reading.  Additionally, you have an idea of student work habits, behavior that can impact learning, personality, organization (or lack thereof), and who may need a little push to reach the potential you see.  All of these things can be reported to parents during report card conferences.  I find it's most effective when given in the context of the grade-level expectations.  For example, if I have a chatty student, I approach the talking as an attempt to show the negative impact it can have later in the school year.  (Having examples, such as assignments that didn't follow oral directions, can help.  So can having a tally of redirections in a day/week along with notes regarding what was happening in the room.) 

When doing conferences, I find that parents of students who are above level or below level need more resources than those whose children are exactly where they are expected to be.  This for several reasons: 
1. Grade-level curriculum is written for the middle-of-the-group learner.  Not difficult, but not easy.
2. Students who are above grade level need to be challenged at their level.  While most curriculum tries to address this need, most do not fully address the needs.  As the teacher, you need to make sure you have materials available on whatever you are teaching during the course of the year, as well as enrichment ideas for parents to use at home.  Don't be afraid to ask colleagues who teach other grades.  The Internet can also be invaluable in finding appropriate, challenging materials.
3. Students who are below grade level need to be taught without being pushed too hard or left behind, struggling.  Again, most curriculum tries to address this, particularly in language arts, but most don't fully address the need.  Having strategies available to bring those students level with their peers is key to helping them achieve success.  I have often used previewing (where students preview the skills done in class a few days prior to full-class introduction), advance notice of study guides for exams to allow more study time, extra practice, and leveled homework depending on the skill needing to be addressed.

As you prepare for your conferences, think of your students from the viewpoint of the teacher, but also that of the parent.  I started teaching after my oldest was born, so I always approached my methods as a parent: "If this were my child, what would I want the teacher to do?"  Parents can tell when you genuinely care for their child and his/her needs, and truly appreciate when you put forth your best to meet those needs.  More importantly, the child can tell and will work with you or against you based on how they feel you are meeting their needs.

As you prepare for the end of the quarter, be sure to truly take a look at each student as an individual.  Think of them as your child (or other child in your life if you are not a parent).  Then write the comments to address their strengths and needs.  I actually created a sheet to use in order to add in my comments for the parents.  In short, it's a table with the child's name, all of the subjects covered that quarter, a behavior section, a homework/study skills section, and a general comment section. I also have three columns where I list the child's strengths, needs, and possible solutions for improvement for each subject. The table template is copied and pasted in a Word document; one for each student in the class.  That way, when the document is printed out, there is a record for each student.  Sounds like a lot of work, and it is, but it's a quick snapshot to help parents understand their child's progress. I can't tell you how many parents have told me how much they appreciate them.

If you decide to use something similar, leave a comment and let me know how it worked out.  Looking forward to your comments!

Away for a While. Now I'm Back!

I'm back!

I truly apologize for being MIA.  In the last two months, we moved to a new home, started the kids in a new school district, and traveled away for my brother's wedding.  Add to that an arm injury that kept me out of commission for a while, and here we are.

That said, let's move on.

In my children's district, we are a little more than halfway through the first quarter of the school year.  Observing the inner workings of a new district has had my brain on overdrive trying to think of ideas.  Even though I am no longer in the classroom, I have so many ideas to share.  I feel like I have more flexibility now that I am NOT in the classroom because I am no longer constricted by district guidelines and expectations.

Seeing as we are in a new school year, I've decided to add in study tips you can share with parents.  By this time, you are aware of your students' strengths and needs.  You may or may not need some ideas, but they'll be here if you need them.  Share if you like.

Ready.

Set.

And away we go!