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As far as recording goes my mentor tracks a few different things. She keeps records of the students quiz and tests scores through Empower. She also told me it was imperative to record any behavioral issues, major discipline that had to be enforced, and correspondence to the students families.

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As many other peers have mentioned we also use IC at our school. My mentor was switched this past week to a woman who is on maternity leave, who I haven't been able to ask about this. So far my 4th grade counterpart has told to record any refocus pages, tardies, and any other information in a file for each student. I plan to get more info on this once I can connect with my actual mentor.

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My mentor is an instructional coach, so I asked another teacher on my team instead. For IEGs she keeps track of pretest data and posttest data in a spreadsheet (she does not keep the physical test). She keeps track of all grades in Campus. She keeps an email folder of all email correspondence (incoming and outgoing) with parents/students. She also records all correspondence with parents/guardians in Campus Admin Conf. If she writes a referral, she keeps the copy that she gets through the end of the year. She prints out her grades at the end of each quarter in case something goes wrong. Our school requires teachers to print out grade reports for the year at the end of the year and turn them in.

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My mentor Julie suggests keeping my lesson plans visible for reference should I have an observer. Similar to the lesson plan templates we learned about in our summer bootcamp, she suggests including the following:

Materials required

Lesson Duration

Objective

Standard

Recap / Debrief

Julie has familiarized me with the use Infinite Campus as a tool for student records, one being attendance. She has encouraged me to complete my TS Gold training which is record keeping  and data  entry for my students.

Another requirement by the district is running records. My mentor was kind and gave me notebooks to help me keep track of my running records which is what I will be completing with all students, every month.

She has been helping me complete my DRAs, which are evaluations required by the district to be completed three times per year.

Our school staff meets weekly to review data and discuss

ways that we can use it to drive learning for achievement.
Finally, any type of behavioral issues that occur must be documented and what the action plan was in response. On the flip side, positive behavior is great to document to show signs of improvement, as well as something encouraging and relationship building to share with families.

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My mentors have instructed me to record all disruptive behavior s displayed to keep accurate documentation and so that each child's needs are met and being followed. We have implemented a behavior baton that is keep in the classroom and used as needed as a way to regulate and keep records of students behaviors. We have implemented conscious discipline into our classrooms at Gilpin to ensure that the students are given opportunities to self regulate their behaviors. We have a system to record this particular data into the computer to use as documentation. We also keep particular records such as attendance on infinite campus and other individual learning plans.

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Haley Todd is my mentor at EGHS, and I have learned from her that we need to document students' work regularly for SLO end of the year completions. In addition to students' work, I have also been encouraged to keep records of my weekly lesson plans and assignments. Once you have built a class, which is actually strenuous, it has been built forever. Therefore, do not spend more full moons building when all you have to do is make small alterations. In our PLC meeting this Friday, one of the secretaries discussed the need to turn in a physical copy of our Attendance Records. Though we use Infinite Campus, it is necessary to submit hard copies for administrative data tracking. What is also worth keeping is any little notes of encouragement you have given a student. Those little gems could remind that when their behavior is in question that my intention are still good even if I have to have them think about how their actions are interfering with others' learning process.

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My mentor and deans have told me to be sure to record any interventions and conversations with parents in IC. It is easier for deans to support us if there is a record of previous discussions or encounters with a student. We also have to contact parents at least twice by the end if the quarter if their student is failing. We are also encouraged to save samples if students work to show progress. Some of my colleagues record the percentage if students passing and failing. So far I have kept records of parent contact and percentages of grades.

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I do not have a mentor assigned to me yet, so I asked my awesome Teacher Effectiveness Coach for some insight on this! I already knew that we keep records for attendance as well as behavior/discipline strategies that we use with individual students online in IC. My TEC showed me how we are supposed to keep track of grades. She provided me with an example of what the report cards that go home look like and she said we will have a staff meeting about report cards a few weeks before they are due. It sounds like it is up to individual teachers on how they want to track grades. My TEC suggested using an excel spreadsheet to record a 3, 2, or 1  (proficient, partially proficient, and unsatisfactory) for each assignment/activity that demonstrates report card standards. She suggested recording 3-5 grades across the trimester per standard. She also added that keeping examples of student work  in each proficiency level could be helpful to show kids what proficient/advanced looks like. However, a student portfolio is not an expectation at our school if I am keeping records of graded assignments.

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I discussed the questions with my mentor and she shared the following. Attendance and grades are entered into IC. Significant behaviors are also recorded in IC; a school and district requirement. It is a school expectation to keep records of any interventions as well as the duration of the interventions. We track test scores and growth through district interims, state standardized testing, star reading test, DRA testing, WIDA testing and TS Gold. Student data notebooks, which track student growth across all subject areas are a school-wide expectation.

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My mentor keeps records her lesson plans, all attendance, weekly grades, and any personal notes about particular kids good/bad in a special notebook. As far as the school we are required to keep lesson plans, attendance, SLO rubric, grades, and evalution. District requires attendance, SLO rubric, evaluation data. In speaking to my mentor it is better to have all of this information now because it helps with personal organization and staying on task! Also, it is better to have everything now so when I am getting evaluated anything they might randomly ask for I can produce for them. My mentor keeps all records regardless of what it is and puts all information on the google drive, and also keeps paper copies in a folder in her office.

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My mentor is highly organized and keeps records on a great variety of things. Our school requires that we keep a physical gradebook in addition to the electronic version on Infinite Campus. He stores his physical gradebooks for at least 2 years before he disposes of them. In addition, he keeps electronic notes of all communications he has with parents. He delivers most of his notes through Powerpoint, and he has meticulously organized all of his notes and all of his tests/quizzes/handouts/worksheets electronically so that he can easily review notes or worksheets from previous years.

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In addition to talking with my mentor, our academy workgroup has been conducting training sessions during Professional Development Time on these topics. There are the typical, non-negotiable items such as attendance, grades, and the parent contact (we are required to make a minimum of 5 parent contacts each week) and behavioral issue logs to be kept in IC that most of us have described. Additionally, we have to have two sets of emergency lesson plans; one in the academy office and one in my classroom. She also suggested several other "helpful suggestions." One is to set up a class website that acts as a repository for all important class materials. She also stressed that the choice of the website was important; choose one where visits from the students are tracked so that there is a digital record. This way, students always have access to class materials and documents and I know who is utilizing these resources. It was also suggested that I have two current class rosters available in my room; the required roster in the emergency "go-kit" and a copy for myself in a manilla folder along with up to date Student IEP snapshots kept for easy reference to confirm any accommodations that may be required for a student. Last, she suggested that I keep my own log of any district/school/academy/department training I attend. Apparently, there have been issues in the past with teachers needing to retake training sessions due to lackluster record keeping!

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Abbigayle Roberts: My mentor is a highly organized person
and keeps meticulous records and samples for multiple years. She keeps every
test reflection students complete, at least two unit test at all time from each
student, she swaps them out and updates them throughout the year. The only
school requirement for physical records that we have is to keep unit projects
to show during our end of year student showcase. For digital records we are
required to have some type weekly work ethic score. Assignments vary by
subjects, for Math enter grades for both mid-unit and end-of-unit assessments.
I also make month notebook checks a grade that students know about in advance
and once a month I do a pop notebook check that varies by period. 

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Abbigayle Roberts: My mentor is a highly organized person
and keeps meticulous records and samples for multiple years. She keeps every
test reflection students complete, at least two unit test at all time from each
student, she swaps them out and updates them throughout the year. The only
school requirement for physical records that we have is to keep unit projects
to show during our end of year student showcase. For digital records we are
required to have some type weekly work ethic score. Assignments vary by
subjects, for Math enter grades for both mid-unit and end-of-unit assessments.
I also make month notebook checks a grade that students know about in advance
and once a month I do a pop notebook check that varies by period. 

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I spoke with my mentor in depth about his record keeping. Our school/district requires that we use Infinite Campus for tracking attendance and for entering student grades. Additionally, we are required to log any contact with students or parents in Infinite Campus in a timely fashion.

My mentor has been a great source of additional ideas. He keeps a written copy of his grade book in addition to Infinite Campus. He warned me about the technical glitches he has seen with IC and strongly urged me to have a hard copy backup. He also keeps printouts of any student accommodations or modifications required by IEPs or 504s in a separate binder that he can access quickly in case of an emergency. He also has a roster for each class where he has listed the latest MAPS math scores for his students. He looks this over at the beginning of the semester to familiarize himself with the students and checks it periodically.

One other colleague mentioned that he keeps individual manila folders for every student in his classes. He puts any passes, documentation, correspondence, etc. for the students in their specific folder. To me, that seemed like overkill (legalistic), but I would consider it depending on what I learn this semester.

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I talked to my mentor in the school about record keeping. He told me that besides, posting grades in the online Grade Book he records each student’s grade in a hard copy gradebook. He explained me that it is easier to refer student’s grade in hard copy during parent-teacher conference and any other time when there is technological problems. Online posting is mandatory but keeping in a hardcopy is wise.

He pointed out another important recording keeping piece. He
told me that it is important to keep records of all home calls (Date and time when the call is made, Phone number and summary of the conversation). This is
important if we need to make any referral. Also, he told me to keep records of all referrals that we make.

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Being BCC in the Arts Department the need for records is pretty limited. I have spoken with my mentor about this and besides the typical SLO and graded paperwork - there isn't much that is required. Having taught college previously, I try and keep track of everything! I appreciate the IC type 1 behavior tracker that we have available. This has allowed me to keep track of which students that I've had conversations with concerning classroom behavior.

I have also created folders for each one of my students so that I am able to keep a hardcopy of their work on file. Most of their work is not typed but consists of group work and journal entries. They will also have quizzes/assessments and such which I would like to keep on file for data recording.

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I discussed what records should be maintained for student grades, behavior, parent contact, and PD with a grade level mentor. We are required to keep a hard copy and digital copy (via IC) of all graded student work scores. It is also best practice to keep all student published writing samples in a student portfolio. Any behavior problems that are effecting learning in the classroom should be documented and communicated to the student's parents. I have a procedure for ensuring this occurs. I prefer to communicate with parents via email so that I have a "trail" of communication however I plan to create a parent contact log for phone calls and impromptu face to face playground/hall/etc meetings. We are also required to keep a professional learning log which we need to regularly reflect on our teaching/lessons and how they are evolving. We are only required to enter grades in IC every six weeks but I am trying to make sure grades are entered every other week so I am not overwhelmed at progress report time. Additionally, any students whom we are modifying assignments and using intervention strategies to improve performance need to be recorded in alpine.

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I spoke with my mentor and one of my AP's about record keeping. They both stated that it was mandatory to not only have an electronic record of the students' grades but also a physical copy which is kept on file for inquiring parents. The parents may have a copy upon request.

The second set of records that my mentor keeps is a behavior chart. She records them in an excel spreadsheet. Each color represents a percentage. At the end of the week, she tallies up them up and sends them to the parents on a printed sheet. She says that by doing this the consistently it has curved behavior to a more positive level.

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I spoke about the topic with my 2 mentor teachers and learned that we are required to keep both a physical copy of all grades and then hard copy. Both of my mentor teachers keep a spread sheet (printed from IC) where they color code assignments, participation, tests, etc. Each of my mentors also keep their files that they use for class handouts both electronically and a physical copy in a binder. One of my mentors updates her website each day with the basic lesson plan and any handouts/material from the day. I aspire to do this but I'm no where near that level of organization. I'm still just trying out different systems to see what will work for me as far as keeping track of student work, kids who miss a day and turn in late work etc. Both of my mentors say that they key is staying on top of it and putting grades in at least once per week.

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Some of the records that I am required to keep by my school are: contact with parents, behavior, SLOs, and CLOs. I am still trying to figure out my way around SLOs, but feel fairly comfortable with the other 3.

As far as classroom records go, my mentor uses both hand written files and the gradebook on IC. She keeps track of exit ticket scores (to inform reteach), summative assessments, formative assessments, classwork/homework, and participation. I am going to use this same system by recording everything on paper as well as in IC so I have 2 records of everything. I think something that we are working on this year is to gather evidence of writing in mathematics, so I will add that to the list of things to have recorded as well.

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We keep different records at our school and we track them differently as well.  Some of the main data that we record and track this year are SLO, MAPS, IEP, and Behavior Ladder. WE test our students 3 times a year (one a trimester) using the MAPS testing requirements. As the AVID elective teacher as well as a science teacher, we have the students track their scores in their planner as well as make a Excel spread sheet to track their growth. During the year this data is broken down to focus on specific needs of improvement for our students. This is very useful during the year to create certain tailored assignments to improve certain skills. The SLO data is more personal to our students where we as teachers get to evaluate their progress through the year bases on CAS standards for specific content. We use data likes MAPS, ACCESS, and pre-assessments to being test the tracking process. All these records improve our verall approach as individual and collective work with our studnets.

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I asked my mentor about required records. He stated that he keeps records of students grades, contacts with parents, whether special needs students utilize their accommodations, and lesson plans. Pinnacle also requires that instructors periodically give pretests to students and track their performance against their performance on actual tests. He also keeps notes or journal entries of how well his daily lessons worked and what if any modifications he needs to make.

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After discussing record keeping with my mentor, I learned there is actually quite a bit we will need to keep track of. She informed me that from year to year she will keep on record all student assessments, examples of student work including math, literacy and drawing. Any parent paper work handed out and filled out throughout the year. In addition to this she also keeps all sign-in/out sheets from the whole year. Any injury reports made on the child while he/she was at school as well as any other paperwork attached to students' names will be kept. She will then bundle these documents and keep on record for five years. In addition to this paperwork on record, I will also need to keep track of all Head Start paperwork from year to year, including Record of Meals Served (ROMS) health and safety checklist as well as copies of student files, conference forms and home visit forms. Looks like I will need a file cabinet in my room! :)

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Taylor Rockaway post: After discussing these questions with mentors in my school I have found that we basically need to track everything.  We track data for CLOs, SLO's, IEPs, ELLs, etc.  This is the only way to know how our students are learning and at what pace.  This is a school and district requirement.  Most of these can be tracked in IC, but I am tracking CLO and SLO info in Schoology, as the trackers are built in.  Also , since I have an amazing team I have an ELD specialist and SpEd pushing into a lot of my classes and so they are helping track special cases.  This year I have block classes and only one full prep, and while at first that seems easy (it sure is relative to last year!) I still need to document progress from one class to the next as they are all on different pages so to speak.  

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Taylor Rockaway post: After discussing these questions with mentors in my school I have found that we basically need to track everything.  We track data for CLOs, SLO's, IEPs, ELLs, etc.  This is the only way to know how our students are learning and at what pace.  This is a school and district requirement.  Most of these can be tracked in IC, but I am tracking CLO and SLO info in Schoology, as the trackers are built in.  Also , since I have an amazing team I have an ELD specialist and SpEd pushing into a lot of my classes and so they are helping track special cases.  This year I have block classes and only one full prep, and while at first that seems easy (it sure is relative to last year!) I still need to document progress from one class to the next as they are all on different pages so to speak.  