Tracking Progress Towards Goals and Using the Information

I tracked progress towards many goals but the one that we would consistently track students learning plans and practice ACT exams. For the ACT, we would conduct error analysis sessions with all of our advisors in the school to measure whether our students were learning certain skills. By sifting through pages of test results, we would begin to identify where our students needed help both collectively and as individual classrooms. Based on those results, we created lessons and unit plans specifically created to improve those areas students consistently scored below the national standard. We administered practice tests to re-evaluate our approach often with mixed results. We often found that students also needed support around test taking skills and learning more about how to answer questions on the exam.

For student learning plans, I would conduct weekly and sometimes bi-weekly "check-ins" with each and every one of my students. We would identify particular skills in each content area in which they would master by a specific date and what evidence they would use to support their claim at their exhibition. So the information that we would collect would become part of the students portfolio and I would keep individual files with each one of my students names on to make photocopies of their work. This information would be shared with parents in the forms of progress reports and narratives. Narratives were written descriptions of the student’s personal and academic growth during the quarter. We would take the narratives and also issue grades that were used for college transcripts.