tag:blogger.com,1999:blog-9092970177046142644.post4397570894750157585..comments2024-02-15T23:26:05.800-08:00Comments on Excel for Educators: Oh, Behave!The Science Goddesshttp://www.blogger.com/profile/02846516022505481326noreply@blogger.comBlogger4125tag:blogger.com,1999:blog-9092970177046142644.post-15902737641509948192012-12-15T08:48:24.794-08:002012-12-15T08:48:24.794-08:00Hi, Jason---thanks for the kind words. It took me ...Hi, Jason---thanks for the kind words. It took me awhile (my apologies), but I posted an answer to your question <a href="http://excelforeducators.blogspot.com/2012/12/moving-points-to-percentages.html" rel="nofollow">here</a>.The Science Goddesshttps://www.blogger.com/profile/02846516022505481326noreply@blogger.comtag:blogger.com,1999:blog-9092970177046142644.post-6113374551274437362012-11-15T06:33:35.483-08:002012-11-15T06:33:35.483-08:00I am amazed at your level of understanding of exce...I am amazed at your level of understanding of excel and I love the use of this tool to track student's non-academic performances. I am wondering if you know of a way to account for a high number of absences on the report? Obviously, if a student is not in class, they do not receive any points. In essence, that is added in to the total points for the marking period as a zero. Is there a way to modify the point levels on the report that only accounts for days that the student is present? For example, can you put a percentage of days present to equal to a level 1, 2, 3, or 4? <br /><br />As I proof read what I wrote, I am not sure that I am really clear in what I am asking. Hopefully you can decipher what I mean. If you can let me know if it is possible and how to do it, it would be much appreciated.Jason (Maryland)noreply@blogger.comtag:blogger.com,1999:blog-9092970177046142644.post-85977817819468819742012-05-03T16:56:26.490-07:002012-05-03T16:56:26.490-07:00Having not seen all the enterprise level solutions...Having not seen all the enterprise level solutions for collecting and reporting student data, I don't have a particular suggestion that could address all of the points above.<br /><br />However, I think that we have to deal with the questions as best we can. If there's a reason for the pushback...what is it...and how do we address it in a way that everyone can live with? <br /><br />I worked in a district with "box counter" teachers, too. There were some legitimate concerns about workload. What can we do about it, that still leads to a good end for students? Is it finding ways to involve students? If we're not including the behaviors as part of the grade---can we have them take a moment at the end of each day/class to reflect and rate themselves? Or, do we just sample a few kids each week? <br /><br />How do we offer PD to support the transition to comments? Can we develop a bank or at least some sentence stems for teachers to pull from?<br /><br />Software-wise...that may be the one thing beyond a district's locus of control. Sure, we choose what we buy, but we aren't the programmers. We'll see the features we want when we demand it from the developers.<br /><br />I wish I knew The Answer!The Science Goddesshttps://www.blogger.com/profile/02846516022505481326noreply@blogger.comtag:blogger.com,1999:blog-9092970177046142644.post-62085015154562252232012-05-03T16:40:58.012-07:002012-05-03T16:40:58.012-07:00You know me. I LOVE this post and your graphics. B...You know me. I LOVE this post and your graphics. But...I could use a little help from the Science Goddess treasure trove of "myth busts."<br /><br />You may know that I chose not to run again for the school board last May, and what do you know...teachers and parents came out of the woodwork this year (coincidence, I'm sure), and complained that our new Policy IK, separating academics from academic-related behaviors, was "confusing;" homework should count; teachers didn't know how to report on the behaviors (obviously they overlooked the comments section of the report card!); "hey, we don't have the software to separate things; and reporting in detail on behaviors puts "too much on the plate" because it takes too much time.<br /><br />I know...such stupidity is, well, stupefying. But do you have anything in your verbal quiver that would be useful in combating such doltishness?<br /><br />Again, this post is too cool for words!Hugh O'Donnellhttps://www.blogger.com/profile/02508898599669167706noreply@blogger.com