When communicating with learners’ families, data-literate educators thoughtfully integrate data into those conversations. This happens both formally (e.g., quarterly report cards, scheduled conferences, etc.) and in less formal, more frequent ways (e.g., email, phone calls, text messages, online data systems, etc.).
Successful data-literate teachers communicate with their students’ families using data. Whether formal or informal, the communications share three common characteristics:
To earn the micro-credential for Communicating with Families Using Data, you must submit TWO distinct examples of how you communicate with families using data. These submissions may take a variety of formats (e.g., written description with accompanying artifacts, video or audio recordings, or other products), but in each case, you should explicitly address three questions in a written reflection:
Please redact or modify any evidence that contains full student names or any other student-specific identifiers (e.g., addresses, birthdates, etc.) that could compromise a student’s anonymity.
Your artifact submission will be assessed on the following rubric. You must earn a (3) Proficient or (4) Exemplary score on the submission in order to earn the micro-credential.
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