James has added the credit accumulation from every report card that Al sent me. Some staff's report cards are missing. This spreadsheet has been emailed to Al.
James is currently inputting the POL scores.
I think that as long as the data is provided to me (and much I have) we have the time to input the data.
I'm afraid that the we may allow ourselves to be seduced by inputting data or creating new systems (i.e., new graduation plans) without taking direct action on the core issue of the undercredited 11th graders: instruction.
I believe we have all the systems we need but they are not all implemented (i.e, does each student have internalized what their learning plans say...are they real live plans of action OR does each student have a rich project connected to their apprenticeship?). Inventing new systems may be enticing while not addressing the hardest work.
I would like to hear about what actions are being taken in the classroom and in the interactions with students. What are people trying out? What results do we see? How will we track those results (I suggest grids...another system in place but underused)?
Any thoughts? Debate?