6.

2 Milestone: Draft Action Plan

Rachel Honken

Northwestern College, EDU 570

February 18, 2024

 6.2 Milestone: Draft Action Plan

1. Context for Learning

MOC-Floyd Valley Elementary School is a public TK-5th grade located in Orange City,

Iowa. There are over 700 students in the school, and we naturally split the building between the

downstairs (TK-2) and upstairs (3-5) when working and serving students. In my fourth grade

reading and writing classroom, which the action plan is for, I teach three sets of 24 students. We

typically have exceptional ISASP scores in our building; we expect more than 90% to score

proficient on the combined Reading and Writing test. Even so, I have 12 of my 72 readers on

IEPs. Two of these have substantial behaviors and full-time paras. I have two newcomers with

very little English. Using FAST data to determine my Tier 2 interventions, I currently have 21

students that I meet with for reading interventions and progress monitoring.

We have 1-to-1 Chromebooks in our building. My 25 Chromebooks stay in my

classroom, and my students share the device among my three sections of students. I have a

partner teacher who also teaches fourth-grade reading and writing each day. We are expected

to plan together and teach the same lesson on the same day. Although some technology could

be used in one room and not the other, our administration would prefer that we teach everything

the same. I will be sharing this action plan with my partner teacher. I also serve in a Teacher

Leadership role to promote tech innovation in our elementary, so as I integrate new technology

in my room, I will also consider how to best share these ideas with the teachers around me.

2. Teaching and Learning Goals and Rationale

For this action plan, students will be using new student accounts on Class Dojo to create

digital portfolios as they prepare for their spring student-led conferences. Our objectives for the

student-led conferences and their digital portfolios include:

SWBAT share their learning with their parents.

SWBAT identify strengths and learning goals along with their teacher and parents.

SWBAT create digital portfolios that highlight growth and interests.

 We will be using ClassDojo to host our student portfolios because we use it school-wide

for communication. Since parents use the app at every grade level, they are accustomed to

accessing announcements and information this way. By also utilizing the portfolio options

provided, the students will be able to share their learning on a platform their parents are already

on. The students can also use these skills next year to continue sharing their learning, and I can

share the abilities of Class Dojo student accounts with other teachers as well (something that is

underutilized in our school).

Students could use SeeSaw to create digital portfolios as well, but this would involve

creating completely separate accounts. They could also upload documents to their Google

accounts, but this would only be accessible on conference night rather than being shared with

their parents for continued conversations and posterity’s sake.

I would also like to try to have my students create their introduction sheet using the

Buncee I created a few weeks ago. This would be a new interactive tool for my students which

would create Engagement. Thinking about the Triple E Framework (2020), it also Enhances our

project. In past years, students answered these questions in a simple question and

short-answer format. By having students add them to a digital vision board, it will be shared with

parents digitally for access in the future. They can also add pictures and videos of themselves to

this. Finally, it creates an attractive, joined collection of reflective ideas, helping students see

themselves as a whole person rather than only puzzle pieces.

3. Implementation: Instructional Materials

1. Creating Student Accounts on Class Dojo

a. Students will use the “Google Sign-On” Option, Class Dojo has a Tutorial

Here

b. You can also use the Scribe for step-by-step screenshots Here

2. Creating Vision Boards on Buncee

a. Have students copy Buncee with Link on Google Classroom, See Tutorial

Here

b. Students will make edits on their newly copied Buncee. After completing

the text aspects, students should upload a picture of themselves using

their webcam. Finally, students can re-design their Vision boards with

their own clipart choices.

c. Students will download their Buncee as a PNG. Follow the Scribe Here

3. Uploading Vision Boards and Other Evidence to Class Dojo

a. Create an activity on Class Dojo for the Vision Boards. Follow the

directions for how to do this Here.

b. Students will then Upload the PNG photo to the activity you created.

c. You will need to ‘Approve’ these pictures the day of conferences so that

parents can see them that night.

4. Creating Other Activities for Students to Add Text/Videos for Conferences

a. Students may need to write out a few more short answers to give a

well-rounded description of their school year so far. These could be

posted as short answer activities on ClassDojo. Some could also be

posted as video activities to further enhance their communication skills.

4. Implementation: Example
 The link for this Vision Board can be found here:

https://app.edu.buncee.com/buncee/dfe50d8b8ffe4472a1632828bd207522

Implementation: Assessment Plan

Before sharing their reflections at conferences, use this student checklist to ensure they are

prepared.

Student has uploaded a neat and complete Buncee project to their portfolio.

Student has created a positive and actionable goal for the 4th quarter.

Student can use the Vision Board to describe their strengths.

Student is ready to lead their conference and discuss all of their learning and behaviors.

After conferences this year, there are a few reflective questions we should consider during PLC

time.

1. How did using the technology go? Was it intuitive enough for the students? Was it

engaging? How long did it take to do the reflections digitally vs. what we’ve done in the

past on paper? Is the time worthwhile?

2. How did parents react to the digital portfolios on Dojo? Did sharing them at conferences

on the large TVs work best? Or did the Chromebooks work better?

3. Did preparing for student-led conferences go just as smoothly as when we’ve prepared

on paper? Did students take more ownership of the ‘vision board’ idea?

4. Did using the digital portfolio and Buncee project help students become more

empowered learners and digital communicators?

5. What can students upload or create throughout the fourth quarter to show evidence of

achieving their goal and continue to show their growth in fourth grade?