Using Data in Parent-Teacher Conferences

Using Data in Parent-Teacher Conferences

Data Use Resource:
Using Data in Parent-Teacher
Conferences
November 2014
Using Data in Parent-Teacher
Conferences
Purpose
Data can be a great starting point in a larger conversation about a student’s school experience. This
resource provides guidance for using data in conversations with parents. Moreover, the Wisconsin
law requiring us to give PALS also requires that we communicate the results to parents in 4K, 5K, 1st,
and 2nd grades. Use these resources to assist in planning for sharing data in conferences.
Remember, data is any information you have about a student. It can include your professional
observations, attendance, behavior, student work, formative assessments, and required assessments.
Use multiple sources of information throughout your conferences.
The Best Practices handouts on page 3, 5, 6, and 7 apply to all grades.
The staff Power Point applies to grades 4K-8.
Contact
For questions about this resource, contact Sara Hagen in the Data Use Office,
[email protected].
Contents
Handout of Best Practices for Using Data in Parent-Teacher Conferences (page 3 for all grades, &
also page 4 for grades 4K-8)
Parallel Handout for Families for Using Data in Parent-Teacher Conferences (English on page 5,
Spanish on page 6, Hmong on page 7)
Power Point Facilitation Guide for Staff Development on Using MAP and PALS Data in Parent-Teacher
Conferences (Click here for Power Point) (page 8)
Other Resources
MMSD Standards for Family and Community Engagement (mmsd.org/facedocs)
MAP Data Use Guide (mmsd.org/datause)
Harvard Family Research Project (www.hfrp.org)
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mmsd.org/datause
Best Practices for Using Data in Parent-Teacher Conferences
For Teachers
Prepare for the Conference
 Practice sharing a report with parents.
 Know the purpose of each assessment, and
be able to explain it in parent-friendly
language. (See next page for suggestions.)
 Know key assessment terms like “mean,”
“benchmark,” and “percentile.”
 Decide which reports best show the
information you need to share with parents.
 Choose examples of student work that
demonstrate the student’s skills and
knowledge.
 Help arrange for any needed translation
assistance from your Bilingual Resource
Specialist.
“BE HEARD”
Principles for effective
parent–teacher conferences:
Best intentions assumed
Emphasis on learning
Home–school collaboration
Examples and evidence
Active listening
Respect for all
Dedication to follow-up
From the Harvard Family Research
Project (www.hfrp.org)
Emphasize Growth and Learning
 Start the conference on a positive note.
 Call parents’ attention to evidence of growth and opportunities for future growth.
 Describe how assessment results connect to what the class has done or will be doing.
 Share any class or student goals that you have set that are related to the assessment.

Let parents know how the student is performing in relation to district scores for their grade level.
For example, you could say, “Your child is performing slightly below district benchmarks for a
typical 6th grader.”
Use multiple sources of evidence
 Use assessment results as one piece of evidence in the larger conversation about the
student.
 Explain how assessment results and student work contribute to decisions about
differentiation, supplemental support, or specific interventions.
Follow up
 Spend the last few minutes of the conference discussing how you and the family will
collaborate and communicate.
 Suggest one or two simple but effective strategies that parents can use at home.
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Test Descriptions for MAP, PALS, and TS GOLD
Grades 3-8 (and 2 in a few schools)
MAP stands for Measures of Academic Progress. Student RIT scores are on an equal interval
scale, which means it’s like using the same yardstick from year to year to understand how
students have grown. Our district uses this test in Reading, Math, and Language Use. The
Student Progress Report shows projected growth for the year. It also shows areas of relative
strength and weakness within each subject area.
Grades 4K-2
PALS stands for Phonemic Awareness Literacy Screening. This test is required by the state as a
screener for all Wisconsin students, to show who may be at risk of developing a reading difficulty.
PALS español is new this year. The Spanish version is being given in all K-2 classes where the
language of instruction is Spanish. There is no Spanish version for 4K.
Grades 1-2
In grades 1 and 2, PALS includes spelling, word recognition, and reading out loud. PALS
determines a reading level for each student, which is one of several tools used to gauge reading
level.
Kindergarten
In Kindergarten, PALS includes Phonemic Awareness skills (knowing letter names and the sounds
the letters make) and Concept of Word (applying letter and sound knowledge to reading
words).
4K
Teaching Strategies GOLD provides a broad array of assessments for Social-Emotional Growth,
Physical Development, Language, Cognitive Development, Literacy, Math, Science and
Technology, Social Studies, the Arts, and English Language Acquisition.
In 4K, PALS includes Name Writing, Rhyme Awareness, Print and Word Awareness, and Phonemic
Awareness skills (knowing letter names and the sounds the letters make). PALS preK is not a
screening tool, and there is no benchmark score, only spring developmental ranges. The
assessment provides information about what students need to learn next. PALS preK results
should be shared within the part of the parent-teacher conference that focuses on Language
and Communication.
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Best Practices for Using Data in Parent-Teacher Conferences
For Families
Prepare for the Conference
 Think about what you would like the teacher
to know about your child.
 Talk to your child to get his/her perspective on
classes, classwork, and friends at school.
 Think about what questions you have for your
child’s teacher.
 Ask for a Bilingual Resource Specialist to be
present if needed to interpret.
“BE HEARD”
Principles for effective
parent–teacher conferences:
Best intentions assumed
Emphasis on learning
Home–school collaboration
Examples and evidence
Active listening
Respect for all
Dedication to follow-up
Emphasize Growth and Learning
 Start the conference on a positive note.
 Listen for evidence of growth and
From the Harvard Family Research
opportunities for future growth.
Project (www.hfrp.org)
 Ask about how assessment results connect to
what the class has done or will be doing.
 Ask about class or student goals that have been set that are related to the assessment.
Use multiple sources of evidence
 Understand that assessment results are only one piece of information in the conversation
about your child’s school experience.
 Ask how assessment results and student work are used to make decisions about instruction
for your child.
 Don’t be afraid to ask questions about vocabulary or acronyms on reports or report cards.
Follow up
 Spend the last few minutes of the conference discussing how you and the teacher will
collaborate and communicate.
 Ask what you can do at home to support your child’s learning at school.
 Remember that attendance at school every day is critical to your child’s success.
 Check your parent/guardian account on Infinite Campus at regular intervals. Ask the
school office for help with passwords.
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mmsd.org/datause
Los mejores métodos para el uso de la información durante las reuniones entre padres y
maestros
Para las familias
Prepárese para la reunión:
 Piense sobre qué le gustaría que la maestra o el
maestro supiera sobre su hijo o hija.
 Hable con su hijo o hija para saber su opinión
sobre las clases, el trabajo que hacen en las
clases y los amigos que tiene en la escuela.
 Prepare y escriba las preguntas que le quiere
hacer a la maestra o maestro de su hijo(a).
 Pídale a un especialista bilingüe que esté
presente si necesita interpretación.
“BE HEARD” ‘Hágase oír’
Principios a tener en cuenta para lograr
reuniones eficaces entre los padres y los
maestros:
Best intentions assumed [suponga que hay
buenas intenciones]
Emphasis on learning [ponga énfasis en el
aprendizaje]
Home–school collaboration [colaboración
entre el hogar y la escuela]
Examples and evidence [ejemplos y
evidencia]
Active listening [escuche con atención]
Respect for all [respete a todos]
Dedication to follow-up [comprométase a
hacer seguimiento]
Haga énfasis en el crecimiento y el aprendizaje:
 Comience la reunión con un comentario
positivo.
 Ponga atención a la evidencia que demuestra
crecimiento y a las oportunidades para
Tomado de: Harvard Family Research Project
promover el crecimiento en el futuro.
(www.hfrp.org). Traducido por MMSD
 Pregunte cómo se relacionan los resultados
obtenidos en las evaluaciones con lo que se hizo o se va a hacer en las clases.
 Pregunte cuáles son las metas que se han fijado para la clase o para el estudiante en
relación con la evaluación.
Utilice varias fuentes de evidencia:
 Comprenda que los resultados obtenidos en las evaluaciones son únicamente una pieza de
información en la conversación que se está llevando a cabo sobre la experiencia escolar de
su hijo(a).
 Pregunte cómo se utilizan los resultados que obtiene su hijo(a) en las evaluaciones y el trabajo
que realiza en la clase para tomar las decisiones sobre su enseñanza.
 No tema preguntar el significado de cierta palabra o de las siglas que aparecen en los
informes o en las boletas de calificaciones.
Actividades de seguimiento:
 Utilice los últimos minutos de la reunión para dialogar sobre cómo van a colaborar y a
comunicarse, usted y el maestro, de ahí en adelante.
 Pregunte qué puede hacer usted en la casa para apoyar el aprendizaje que está realizando
su hijo en la escuela.
 Recuerde que asistir a la escuela todos los días es de suma importancia para el éxito de su
hijo(a).

Revise frecuentemente su cuenta de padre o tutor legal en Infinite Campus. Si necesita
ayuda con la contraseña, pídala en la oficina de la escuela.
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Cov Kev Nqis Tes Zoo Tshaj Plaws Los Siv Cov Ntsiab Lus Hauv Niam
Txiv-Xib Fwb Cov Rooj Sab Laj
Rau Tsev Neeg
Npaj Rau Lub Rooj Sib Tham
 Xav tej yam nej yuav xav kom tus xib fwb paub txog
nej tus me nyuam.
 Tham rau nej tus me nyuam kom paub nws qhov
kev xam pom hais txog cov chav ntawv kawm, cov
ntaub ntawv ua, thiab cov phooj ywg tom tsev
kawm ntawv.
 Xav cov lus nug nej muaj rau nej tus me nyuam tus
xib fwb.
 Hais kom ib Tug Xib Fwb Paub Ob Hais Lus tuaj rau
ntawd yog xav tau kev pab txhais lus.
“KOM SAWV DAWS HNOV”
Cov kev tswj niam txiv–xib fwb cov
rooj sib tham kom mus tau zoo:
B Yuav tsum npaj siab
E Xyuas rau txoj kev kawm
H Kev koom tes hauv tsev-tom tsev
kawm ntawv
E Cov piv txwv thiab tim khawv
A Kev mloog kub siab lug
R Fwm txhua tus
D Kev txaus los taug qab ntxiv mus
Xyuas Rau Qhov Kawm Tau thiab Txoj Kev Kawm
 Pib lub rooj sib tham rau qhov ua tau zoo.
Muab los ntawm Harvard Qhov Kev
 Mloog rau tej tim khawv ntawm qhov kawm tau
Tshawb Kawm Txog Tsev Neeg
thiab cov hau kev rau qhov kawm tau yav tom ntej.
(www.hfrp.org)
 Nug txog qhov cov ntsiab ntsuam xyuas tau txuas
mus rau tej yam chav kawm tau ua los yog yuav ua mus.
 Nug txog chav kawm los yog tus me nyuam kawm ntawv cov hom phiaj uas tau muab teeb
tseg muaj feem xyuam rau qhov kev ntsuam xyuas.
Siv Ntau Qhov Ntawm Tej Tim Khawv
 Nkag siab tias cov ntsiab ntsuam xyuas tau yog ib qho ntawm cov ntsiab lus hauv txoj kev sib
tham hais txog nej tus me nyuam txoj kev kawm tom tsev kawm ntawv xwb.
 Nug qhov cov ntsiab ntsuam xyuas tau thiab me nyuam kawm ntawv cov ntaub ntawv raug
muab siv li cas los muab kev txiav txim siab hais txog kev qhia ntaub ntawv rau nej tus me
nyuam.
 Tsis txhob ntshai muab lus nug hais txog tej lo lus los yog cov lus sau luv luv (acronyms) hauv
cov ntawv cej luam los yog daim ntawv cej luam.
Taug Qab
 Siv ob peb feeb thaum kawg ntawm lub rooj sib tham los tham qhov nej thiab tus xib fwb yuav
koom tes ua thiab sib txuas lus mus los tau li cas.
 Nug tej yam nej muaj cuab kav ua nyob tom tsev los txhawb nej tus me nyuam txoj kev kawm
nyob tom tsev kawm ntawv.
 Nco ntsoov tias kev tuaj kawm rau hauv tsev kawm ntawv txhua hnub tseem ceeb rau nej tus
me nyuam txoj kev kawm.
 Txheeb xyuas nej tus account nyob hauv Infinite Campus kom cuag ncua xwm yeem. Nug
tsev kawm ntawv chaw tuav hauj lwm kom pab muab cov passwords.
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Staff Power Point Facilitator’s Guide
Using MAP and PALS Data in Parent-Teacher Conferences
If your school uses only PALS or only MAP, hide the slides you don’t need.
Materials: Handout for teachers (pages 3 & 4 of this document – copy back to back or open from
mmsd.org/datause)
Click here for Power Point.
Slide #
1
2
3
4
5
6
Content
Additional Notes
Title
Link to mmsd.org/datause
Link to Data Use office
FACE Standard 2
regular, two-way, meaningful
communication about student learning
Best Practices:
prepare, emphasize growth, use multiple
sources of evidence, and follow up
Which reports? MAP Student Progress
Report
For more help with MAP . . .
Data Use Guide
Which PALS reports? PALS español
7
Which PALS reports? 2nd grade teachers –
Individual Instructional Oral Reading Growth
8
Which PALS reports? 1st grade teachers –
Individual Student Score History
9
Which PALS reports? 4K and 5K teachers
-- Individual Task Growth
10
For more help with PALS
Data Use Guide for Grades 1-2 Nov 13
Video link
11
For Deeper Learning
links to FACE standards
link to Harvard Family Research Project
Please send us your best practice examples
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mmsd.org/datause links to the Data Use Toolkit
Please explore the guides and resources.
For all of the FACE Standards, go to
mmsd.org/facedocs
Refer teachers to the full handout (pages 3 & 4 of
this document). Allow some time for reading,
processing, and discussion.
This report is printed by the district. Spend some
time familiarizing yourself with the report and
practice explaining it.
mmsd.org/datause – then click on Data Use
Guides – we update these monthly
The only reports available for Spanish PALS are
the Class Summary and the Student Summary.
Other reports appear blank. DPI is aware of this
disparity and they are pushing to correct it.
Scores in parentheses are the Fall benchmark.
Recommended for 2nd grade because students
will have 3 data points: 2014 Fall, 2014 Spring, and
2013 Fall.
This one is a little dense. Can print one student at
a time, or print the whole class and then cut them
apart. Practice explaining how a student did in
relationship to the benchmark.
These show the student’s fall score for each area,
plus the Fall and Spring benchmarks in
Kindergarten and spring developmental ranges in
4K. Focus on areas for growth.
Click on the videos – they’re 3-minute screencasts
for accessing and using Class Summaries,
Reading Level reports, and using the Create
Groups Tool
Sharing PALS data with parents is state law in
grades 4K, 5K, 1st, and 2nd.
Looking to deepen your understanding of Family
and Community Engagement? – check out the
mmsd.org/facedocs site.
mmsd.org/datause