| 1. | 2/5/2008 2:08:00 PM | This should have been done, but not as a teaching burden. Documents and documentation should be used to support instruction. |
| 2. | 2/5/2008 3:30:00 PM | We spend so much time recording data in Just Five Clicks, the Report Card system, as well as hand-writing on the reading and writing cards. I think the data on those reading and writing cards needs to be recorded in Just Five Clicks to make the data more accessible than sifting through stacks of cards. |
| 3. | 2/5/2008 4:58:00 PM | I am not sure what this would entail. |
| 4. | 2/5/2008 8:44:00 PM | Staff needs input on this. Find out what is important to report and share with the next grade level. |
| 5. | 2/5/2008 9:58:00 PM | We need to find a more equal, and efficient way to complete this step (elementary seems to get the brunt of paper work). |
| 6. | 2/6/2008 3:07:00 AM | We plug in data (math assessments/report cards), but do we revisit the data enough for it to be beneficial for our students' (current and future) learning or instruction? |
| 7. | 2/12/2008 10:07:00 PM | roo much paperwork, not enough good first instruction |
| 8. | 3/4/2008 3:01:00 AM | Filling out the cards in the students' cumulative files could probably be done more effectively. This is a very time consuming task and we need to find out if this is as useful for teachers as the time it takes to fill them out - especially the blue writing cards using the continuum. |
| 9. | 3/4/2008 3:01:00 PM | Too much data that isn't useful right now. |
| 10. | 3/5/2008 8:57:00 PM | I am fearful that this streamlining will force us to reduce growth to numbers. That leads me to be fearful that we will begin teaching isolated items that can be reduced to numbers. |
| 11. | 3/6/2008 3:55:00 PM | Be careful with assumptions that are made from data alone. Just 5 clicks can't capture everything that is worthy of being reported. |
| 12. | 3/6/2008 4:52:00 PM | Sounds good if we have the technology (computers that work) and the training and time to use it appropriately. Will it just be one more way for us to know who is not learning the material? I already know that! I need the time to go back and teach the kids what they don’t know. |
| 13. | 3/6/2008 5:05:00 PM | Again, use the progress/report card reports for this. 5 clicks, in my opinion isn't worth the value sold about it. |
| 14. | 3/6/2008 6:40:00 PM | Revisit report cards! |
| 15. | 3/6/2008 8:05:00 PM | Don't pile more desk work on top of teachers than you need to. If technology changes can accommodate it, then we should do it. |
| 16. | 3/6/2008 10:37:00 PM | Time is needed! |
| 17. | 3/6/2008 10:51:00 PM | The data is of no use though if we can't RESPOND to it in our classrooms. By this I mean I could tell you exactly which of my kids need support or enrichment in exactly which skills, but because I have no time to allow for those things to happen due to the pacing, the data seems useless. |
| 18. | 3/18/2008 11:53:00 AM | Meaningful is key. If we have all this data, what do we use it for? |
| 19. | 3/18/2008 2:10:00 PM | If it serves to make my job and yours easier fine, but if becomes as so many so called time saving devices just an additional task and doesn't consolidate or eliminate others things don't go there. |
| 20. | 3/18/2008 2:48:00 PM | We do a lot of data collecting that we do not use. Again...what is the point of collecting data if you are not using it? |
| 21. | 3/18/2008 4:17:00 PM | Who's doing the data collection? Teachers? More time spent at a computer instead of with the lesson plan book? Am happy to see the word "streamline" at the beginning of this line. |
| 22. | 3/18/2008 4:44:00 PM | Heavy on onthe meaningful data, streamlining hopefully means less paperwork, more teaching time |
| 23. | 3/19/2008 5:22:00 PM | As of now, input of data is extremely time consuming. |
| 24. | 3/19/2008 5:41:00 PM | Would it really streamline and save time or add to my list of prep time requirements? |
| 25. | 4/8/2008 12:31:00 AM | With WKCE, ACT and our district assessment data all being good data sources for our department and building to consider, the easier it is to use, the more we actually will use it. Again, time needs to be given to have these data discussions for departments as well as the building as a whole. |
| 26. | 4/8/2008 1:36:00 PM | Keep working on Just 5 Clicks or find a new method. This program has been difficult to tailor to our needs. |
| 27. | 4/8/2008 1:03:00 PM | alweays a useful tool |
| 28. | 4/8/2008 3:02:00 PM | I don't think this helps we folks in the trenches very much. |
| 29. | 4/8/2008 5:08:00 PM | We need to get all the assessments and objectives organized before we can put this together. |
| 30. | 4/8/2008 4:59:00 PM | You'l need to explain this before I can comment on it. Right now the utilization of "data" has little to do with the collection, storage, and reporting. It has more to do with [time consuming] analyzation, interpretation, and intervention. |
| 31. | 4/8/2008 8:52:00 PM | Again, this is an administrative goal. As sad as it is to say, teachers want to be told what they will be doing, not covering the rationale for why we should do something, only to have it take two years or more to implement something. The reason for trends in education is because people resist what is deemed important, because with enough resistance (or seeing that someone has a personal or political agenda), we know it will be dropped or replaced. Example--all the research done by an old assessment committee showing the documentation of why block scheduling is conducive to improved student performance. People resisted, got heated, caused confrontation, and it was dropped. As a result, professional people's time was wasted (being given the message that teachers who think of their professional educational community, their input into a composite is deemed marginal), and students are missing out on improved academic retention and advancement. [Note: I wasn't on this committee.] |
| 32. | 4/8/2008 7:58:00 PM | Please don't place the task of data collection on the teachers or pupil services staff. They should be insulated from this aspect with the exception of what the data tells us and its implications on instruction. Extreme caution is needed when seeking software programs as they are often very expensive and fail to produce what is promised. |
| 33. | 4/10/2008 1:16:00 PM | Once in place, this will take on a life of its own. But, as a teacher, this is not my priority. It is something I would access if available, but its not something I would drop on the plate of the majority of the professional staff. This seems like a behind-the-scenes project that could be worked out, and then unveiled to staff once all of the kinks have been worked out. |
| 34. | 4/10/2008 6:13:00 PM | As long as the data is not used to track individual teachers' performances in relation to other teachers. |