School and Family Use of Data Reporting to Caretakers – LCCS strives to continuously inform families about their progress, through a combination of formal child’s and informal reporting structures. Informal reporting to parents may occur through such methods as face-to- conversations, phone calls, text messages, emails, and written notes. Formal reporting to families includes Report Cards, Assessment Results, Individual Learning Plan Meetings, and Expositions of Student Work as detailed in Figure C.2. Reports are user-friendly and provided in the language. families’ native Parents have access to performance tasks, content assessments, and portfolios upon request and at ILP meetings and EXPOs of student work. Figure C.2 Formal Reporting to Caretakers Type Purpose Frequency Online Assessment Assessment Data Updated every Database & Reporting Attendance Data two weeks System Learning Target percentages Current Habits of Work (Always Identify Learning Targets that need to “meet” accessible) Identify work that needs to be revised or completed to Learning Targets “meet” Grades in Subject Areas & Guiding Principles Progress toward passage Mailings & Share key assessment data with families as collected to Ongoing Information Sessions ensure families have access to data on their children (i.e., FPRA, CELDT, SBAC). Provide information sessions to support families in understanding assessment results, through Coffee Tuesdays, weekly mailers, and Family Learning Nights Individual Learning Develop and revisit academic and personal goals Triannual Plan Meetings (ILPs) Review student work and measure progress toward mastery of learning targets, and ultimately, passage. Share student performance and progress on external and internal assessments Develop ownership of learning and goal-setting for both the student and family Develop student presentation skills Clearly articulate student progress toward passing Expositions of Student Share student mastery of key projects and products from Biannual Work the semester Make public classroom learning within the school, with families, and with the broader community Develop student presentation skills and ownership of learning LCCS aspires to maintain our online assessment system so all parents, students, and teachers will have constant access to real time Learning Target percentages as well as specific assessment information.
School and Family Use of Data – Reporting to Caretakers LCCS strives to continuously inform families about their child’s progress, through a combination of formal and informal reporting structures. Informal reporting to parents may occur through such methods as conversations, phone calls, text messages, emails, and written notes. Formal reporting to families includes Report Cards, Assessment Results, Individual Learning Plan Meetings, and Expositions of Student Work as detailed in Figure C.2. Reports are user-friendly and provided in the families’ native language. Parents have access to performance tasks, content assessments, and portfolios upon request and at ILP meetings and EXPOs of student work. Figure C.2 Formal Reporting to Caretakers Type Purpose Frequency Online Assessment Database & Reporting System Assessment Data Attendance Data Learning Target percentages Current Habits of Work Identify Learning Targets that need to “meet” Identify work that needs to be revised or completed to “meet” Learning Targets Grades in Subject Areas & Guiding Principles Progress toward passage Updated every two weeks (Always accessible) Mailings & Information Sessions Share key assessment data with families as collected to ensure families have access to data on their children (i.e., FPRA, CELDT, SBAC). Provide information sessions to support families in understanding assessment results, through Coffee Tuesdays, weekly mailers, and Family Learning Nights Ongoing Individual Learning Plan Meetings (ILPs) Develop and revisit academic and personal goals Review student work and measure progress toward mastery of learning targets, and ultimately, passage. Share student performance and progress on external and internal assessments Develop ownership of learning and goal-setting for both the student and family Develop student presentation skills Clearly articulate student progress toward passing Triannual Expositions of Student Work Share student mastery of key projects and products from the semester Make public classroom learning within the school, with families, and with the broader community Develop student presentation skills and ownership of learning Biannual LCCS aspires to maintain our online assessment system so all parents, students, and teachers will have constant access to real time Learning Target percentages as well as specific assessment information. face-to-