This is what I have done:
I created a Google Doc which can be edited by you. I want you to think about what information you think is needed on a student to help guide future instruction. When you edit the document, please put your editing in a different color than what is already on there. This way we can see how many people have contributed to the document to see how much input we actually have before using the document the way you leave it.
This is what the "bare bones" of the document I created looks like:
STUDENT NAME:_________________________
Grade Level: __________
Quantitative Data (Numbers)
Qualitative Data (What we SEE about the child)
You can access the document here
6 comments:
That document is certainly bare bones. I do not think you need to remove anything but rather add categories into each section. Adding places for MAP scores, DRA scores, was he/she in reading recovery or in the SIT process would be very helpful for quantitative data.. The same could be done with the qualitative data: what was the child's behavior like, are the parents involved, what are their strengths/weaknesses, likes/dislikes. I didn't want to change the actual document but did want to let my insight be known.
What about writing? In my opinion DRA is great for having a beginning point of instruction in reading but since so many of the tests students are required to do reflect on their writing you do not know how the student can respond in writing. When a student reaches a DRA 16 I think they should be required to respond to the text orally and in writing. (Forgive errors I am in a hurry)
Research has shown that there is a direct correlation to a student's SAT scores and their family background. ie. parent's education level, socioeconomic level. If we know this information now, we can make accommodations NOW and possible reverse that trend. (I can't believe I used the word "accommodations".)
And just to back up the above mentioned research....http://www.edweek.org/ew/articles/2014/05/29/33finance.h33.html "School Spending Increases Linked to Better Outcomes for Poor Students"
Thank you for your input so far! I have updated the document with what was suggested.
You can access it HERE: https://docs.google.com/document/d/1OZeAAjzBrL97mFGvrT5mqErawSOJgZWy_tzuCIFV0t0/edit?usp=sharing
Also, I put some of this in the document, but I was required to make a prototype of a student profile in one of my previous courses and I have placed a "snippet" below. While most of the information was placed in the document because it was required by the course, some of the information could definitely apply to our school's needs and assessments which are readily available. If you would like to use any of them, let me know
I would like to have a more thorough writing component as well. This is actually a component of our assessments that has bothered me for quite some time. If you have any ideas as to how to review the writing objectively, please post!
The link to the document is here:
https://www.dropbox.com/s/7hzm1qbfflyjv4m/Student%20Profile.docx
http://www.npr.org/blogs/ed/2014/06/01/317433695/in-kentucky-students-succeed-without-tests. School in Kentucky that has adopted CC, but choses to access the students differently
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