Communication Plan

Student Data Collection Plan

Data is collected from my students almost daily from monitoring
student classwork, reviewing/correcting student homework , and
grading exit tickets. These 3 forms of data will allow me to see student
progress, successes or misconceptions so that I can better assist
students during class time. It will also allow me to know who to target
during review and to invite to office hours for extra practice.
Star trackers are posted in the back of the room, color coded
depending on student mastery
o Those who have not mastered the objective (red star) will
have an assigned day to be re-taught or receive extra
practice and the chance to makeup that objectives exit
ticket
Student participation is tracked on a clipboard with the students
names listed so I can tally 10 participation points as they are
met. There is also room to list any behavioral concerns.
If a dean needs to be called, the incident is entered onto our
online portal so the situation can be documented.
Student IEP Goals
At the beginning of each report period, students with IEPs will be have
a lunch check-in with me to remind them of their current progress and
their IEP goal. They will be F+P tested for reading, tested on STAR and
Digits Correct for math computation/math application, and observed
during math class as well as in different settings for behavioral goals.
All progress monitoring notes are uploaded on IEPplus and printed out
to give to parents/guardians during report conference night. These
print outs will also be mailed home.
Stakeholders:
Students
Parents
General education teachers
Special education teachers/team
Leadership team (Assistant Principals of Instruction, Assistant
Principal of Specialized Services, Assistant Principal of Culture,
Assistant Principal of Student Life)
Social Worker
School Psychologist
Culture team/Deans

Stakeholder Communication:
For the success of the student, I am always in contact with
stakeholders in the students education. The amount of
communication and contact I have with stakeholders vary case by
case.
Academic reports: weekly progress reports sent home that
need to be signed and returned
Failing math students: call to parents/guardians about
academic progress and why the student is failing
o No working number sealed letter sent home, to be
signed and returned
Behavioral issues: call to parents/guardians for major issues or
when a student receives 3 checks on the whiteboard
Academic report, attendance data, culture/discipline data:
o All updated and viewable on online portal
o Students on my caseload: all the data is reported on my
excel tracker and communicated on a
biweekly/triweekly basis
o Major concerns communicated with teachers/staff
during Wednesday Professional Development days &
during grade team meetings
Communication with Students
Students receive academically progress reports weekly
Students know they can check-in with me about their grades
after school and what they can do to make up work
Participation points are narrated out loud as students work
during the class period
Students on my caseload will be aware of their academic,
discipline, attendance data bi/tri-weekly as they check-in with me
o We dissect each class and what needs to be done in order
to pass the class
IEP Development:
All general educator teachers/special education teachers,
social worker, parents/guardians are given input forms to
complete about the student
Our team has a master caseload tracker list so anyone trying
to get in contact with a case manager will know which case

manager is paired with which student. My contact information

is included so that I am easily accessible.
During staff meetings, any concerns about students are
shared out in which we create a game plan for students failing
multiple classes or not doing well behaviorally.

Narrative:
For the most part, and in time, I have been successful in implementing
all these practices. The biggest hurdle for me has been juggling the
load of a special education teacher while also case managing. It is
often hard to case manage effectively because during my prep periods,
I am usually assisting with situations that arise (coverage, student
emergency, prepping for math class). Additionally, it has been difficult
to get all stakeholders involved. Even asking for teacher input forms to
be returned can be difficult at times. I have found it to be most
effective when I bring the input forms to staff meetings and have
teachers fill out forms on the spot.
The biweekly tracker for my students has been very useful for relaying
information to all stakeholders. It is an easy reference for anyone to
access. It is also super helpful for when I contact home and to log any
conversation/concerns that takes place. Having these notes written
provides documentation of each conversation and a helpful reminder of
any special requests to be addressed.
In the math classroom, the red star on mastery tracker worked initially.
However, after the first couple of months, students began to become
inconsistent with checking the tracker board. Due to this, when I hand
out graded exit tickets, students will receive a note requiring them to
come to office hours on a set date. This has been working well,
because if students do not show up for mandatory office hours, it
results in a Saturday detention hosted by AP of Culture.
I have been doing my best to stay organized and be consistent on
giving back feedback to the students. I did not give back graded work
consistently for a while and I noticed a lack of drive in the classroom.
Handing back graded work has been a successful way of addressing
any misconceptions and relaying any messages.

INPUT FORM

Progress Monitoring Notes

Student: Emya Campbell
Teacher: Je Un Park

Grade: 8
Report 1
Period:
Beg. of
Year

Assessment

RP 1

RP 2

RP 3

RP 4

RP 5

Will be
tested
F&P- Reading Level
again
as of
__/__/__
Not
Taken
administe on
English Literature
red
10/29/
Benchmark
14 and
10/30/
14
Emya is a strong reader relevant to her classmates. When she is
Teacher Comments: task she reads well.
F&P Reading Level Chart
Kindergarten

1st

2nd

3rd

4th

5th

6th

7th, 8th

A B C D

E F G H I J

K L M

N O P

Q R S

T U V

W X
Y

Assessment

Calculated Digits
Correct
Problem Solving
Digits Correct
Math Benchmark

Beg. of
Year

RP 1

N/A

N/A

N/A

N/A

Not
administ
ered

Taken on
10/29/1
4 and
10/30/1

RP 2

RP 3

RP 4

High
School
Z+

RP 5

STAR Assessment

5.7
Grade
Equivale
nt

Will be
tested
again as
of
__/__/__

____
Scaled
Score
Emya is great at spatial relations and geometric concepts; howev
Teacher Comments: continue to work on her algebra readiness skills
Core Value Progress:
Respect, Hard Work, Responsibility, Kindness, Team Work

When Emya is able to focus she does work extremely hard. On occasion when she becomes frustr
lacks respect of adults.

Individual Education Plan Goals and Progress

Reading Goals

Beginning
of Year

RP 1

RP 2

RP 3

RP 4

Beginning
of Year

RP 1

RP 2

RP 3

RP 4

Beginning
of Year

RP 1

RP 2

RP 3

RP 4

Beginning
of Year

RP 1

RP 2

RP 3

RP 4

Emya does not qualify for a

Reading Goal at this time.
Teacher Comments:
Writing Goals
Emya does not qualify for a
Writing Goal at this time.
Teacher Comments:
Math Goals
Emya does not qualify for a Math
Goal at this time.
Teacher Comments:
Behavior Goals

While in the classroom Emya will Baseline Emya is

enhance self-awareness of her
:0
using a
self-esteem by identifying/writing
journal
down two positive attributes
to
about herself of her academic or
record
social achievements throughout
both
the school week with 80%
positive
accuracy 4/5 times.
attribut
es as
well as
earned
demerit
s/level
IIs on a
daily
basis, 3
out of 5
days a
week.
While in the school environment
Baseline Week of
Emya will be positive towards
: Emya
October

peers by giving
compliments/constructive
feedback when in an interaction
and by refraining from making
inappropriate actions/comments
with less than 3 infractions daily.

While in the school environment

Emya will demonstrate respect
for herself in academically
challenging situations by
remaining focused during
instruction; maintaining
attention on the speaker, staying
in class during instruction,
copying notes, speaking only
when prompted, and completing
classwork and/or homework
assignments with 80% accuracy
in 4 out of 5 situations.

Teacher Comments:

had
been
filling
more
than
one
demerit
card per
week
for
disrupti
ve or
disrespe
ctful
comme
nts.
Baseline
:
Emya
was
remove
d from
class for
over 6
hours of
instructi
on due
to
suspens
ion or
parent
reinstat
ements.

24,
Emya
currentl
y only
has 1
Demerit
on her
card for
disrupti
on

Week of
October
24:
Emya
left
class
during
instructi
on 3 out
of 5
days
this
week
for less
than 15
minutes
.

DAILY PARTICPATION/BEHAVIOR TRACKER (example of Period 7)

STUDEN
T

Raadhiy
ah
Tiera
Tiler
Shemar
David
Tajmir
Shahee
m
Zaire
Jaquan
Andrew
Aniyah
Destiny

MONDA
Y

TUESDA
Y

WEDNESD
AY

THURSD
AY

FRIDAY

Anais