FERPA/HIPPA Quiz Results and Reflection!
I was quite surprised on how poorly I did on this quiz. I have been aware of FERPA and HIPPA for quite awhile now, but there are still aspects that I obviously have not recalled properly. The part that pertains to my own part of the world in my classroom is pretty solid. I’m perfectly aware that I cannot post grades…heck, I don’t even recycle old student papers because recycling…well, anyone could get in there. I even had quite a discussion with the aunt of one of my students…she wanted to know more about her nephew’s grades, but I had to let her know that I couldn’t discuss it with her. Mom was home sick, and so there were a few “words”, but I stood firm. I won’t even tell an older sister how her brother is doing in class.
I need more information on how the school handles FERPA and HIPPA, on a larger scale. I guess I assumed that when we sat down to analyze data, the student’s records were available for all teachers. Now I see that it is only on a “need to know” basis. If a particular teacher does not have the student, and never will, he/she really shouldn’t have access to those records. I need to remember to keep the data results anonymous, leaving the names off of the information I share. I also have had parents question me when their son/daughter goes away to college, wondering why they no longer have access to grades. I didn’t realize that there was hope of looking at those grades, if the school chooses to release them. I feel better knowing that I have accurate information to share with these parents.
Data Report Gaps!
This is certainly something that I knew was an issue, but to see the actual results in front of me, it’s a little hard to ignore. For my district, I pulled up the 7th grade math scores, and I found students that were economically disadvantaged scored much lower than those that were not economically disadvantaged, and this is something that continues to happen year after year.
I compared this same group, same grade level and content area to find similar results. There is a huge gap when it comes to comparing economic status.
Perceptions and Process Data Questions!
I was eager to see how teachers really felt about certain processes and perceptions about leadership and the learning environment in our school district. I asked a few of my closest colleagues to respond. These were all junior high teachers, and I felt these would be the teachers that would give the most honest responses. Here are the questions.
- What do you find takes up the most of your time with students outside of the regular class time?
- What extracurricular activities are you participating in with students, either as a leader or co-leader?
- Do you believe the environment at our school is safe?
- Do you feel that the Responsible Thinking Classroom is working for students with discipline issues?
I used PollEverywhere, and the results were amazing! This is definitely something I could use with students on the days when we have the iPad cart in the classroom. I could post the results right up on the interactive whiteboard.
Filling the Gap!
To address the economic status gap that is apparent in our school, there are several questions that we could use to try to get at the source of our problem. Students could be asked…
- Do you have someone at home to ask for homework help if necessary?
- Do you have internet access and/or a computer to contact your teacher if you need homework help?
- Would you be willing to stay for after-school tutoring if you needed help?
These questions would certainly let staff members know which students had parent support at home and which ones were able to access the internet resources to help with assignments. After teachers are aware of which students are in trouble, they would then be able to provide additional assistance through after-school tutoring, or even adjusting assignments to help those that are economically disadvantaged succeed in the classroom.
1c Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes – Through the use of such assessment tools as PollEverywhere, the instructor can quickly reveal how well students are understanding the material.
2 Design and develop digital age learning experiences and assessments – Again, with the use of PollEverywhere (I love to use Socrative as well, but it was giving me trouble today), students are exposed to digital age assessments that can quickly assess what has been learned.
3 Model digital age work and learning – Through the use of such collaborative assessment tools, the instructor is modeling and exposing students to a variety of digital age tools that will certainly engage and appeal to their interests.
CITW – Best Practices
1 Setting objectives and providing feedback – I can’t think of a faster, more convenient way for instructors to give feedback to the class as a whole. Simply asking an exit question, such as “Where can you find the slope of a line when the equation is in slope-intercept form?” will allow the teacher to immediately see how well students are understanding where to find that slope. From there, the teacher can immediately correct any misconceptions and/or adjust the next day’s instruction to fit the needs of the students.
2 Generating and testing hypothesis – Using a quick poll through something like Socrative or PollEverywhere, students can take a risk and relay what they are thinking. They are generating a hypothesis, and when the students see the classroom results, they will determine whether the hypothesis is correct.
3 Identifying similarities and differences – I love the open-ended feature in PollEverywhere. You can set it to generate a word cloud, and the words that are used the most often get larger. If I were to ask students to compare linear and exponential functions, noting their similarities and differences, students would begin to see this amazing word cloud with so many new and different ideas to their own. This is an outstanding feature!