Infinite Campus now includes in Campus Learning a way to help you know how your students are doing
Regardless of whether you see your students in person, through distance learning, or hybrid, you need to know how they are doing as people, in addition to how they’re doing academically. When students walk into your classroom you often sense when something is up with them, but with other students around it can be difficult to check in. How are they doing in your class? Do they feel welcome and safe? What kinds of assignments do they struggle with? Of course, when you aren’t seeing your students in person, learning this information about them gets even trickier.
It is because this type of information is vital to helping you be a great teacher that I’m so excited to tell you about Engagement Check-In, now included in Campus Learning from Infinite Campus. Campus now lets you pick questions and give them to your students so they can quickly give you a sense of their well-being, engagement in class and/or engagement with the curriculum. When your students respond, you can filter their answers to see who might need a follow up. You’ll also have their feedback when making curriculum choices because you let them give voice to their preferences and learning styles.
Learn how to create an Engagement Check-in and view student responses in this video or read about it in this documentation.
I have some exciting news for those using standards-based grading. In November, Infinite Campus is releasing a new Score screen in Progress Monitor. This new screen gives you one spot to enter scores for all students, all standards and all assignments in a section!Continue reading “New Score screen for standards on the way”
The FAQ page for Teachers On Campus has been updated.
There are lots of reasons a student’s schedule might change mid-term. Maybe there was a mistake and fixing it causes a domino effect of changes. Maybe a teacher recommended a switch out of one class and into an honors or accelerated class. Maybe the counselor is just trying to balance numbers so you don’t have 43 in your first hour and 20 in your third hour. Those changes could also happen any time. Continue reading “Copy Scores question added to FAQ page”
When I was teaching 10th grade English, each year I knew my students would come with a mix of abilities. Some would come to me reading at grade level, some would be reading at a post-high school level, and some would be reading at 8th, 6th or even a 2nd grade level. Reading level was just the start. I would want more specific information about each student before each unit and each new set of standards. It was my job to figure out Continue reading “Getting a better picture of your students”
Individualize instruction based on the newest data in your Campus Grade Book
I don’t even know how many ways I tried to use formative data in my classes in a timely way. It was so hard because it took so much time. Even if my assessment
was short and easy to score, sorting those scores and analyzing the results piece by piece to look for gaps in understanding took time. Sometimes I would only get through one or two periods worth before I had to get myself home, make supper, and go to bed. Then I’d need to be in my classroom at 6 a.m. to try to finish the rest or hope I could whip through them during my prep, provided I didn’t need to cover another teacher’s class. Sometimes I would just apply the weaknesses of first hour to the sections later in the day, foregoing the idea of individualization for hoping I was meeting the needs of most. Continue reading “Use Student Data with Score Analysis”