Tag Archives: ClassMax

Student Behavior Tracking: Why Consequences are Important in Your Classroom

One of the hardest parts of being a new teacher for myself was appropriate consequences for behavior issues in my classroom.  I would get angry and would assign a consequence according to my anger level.  This resulted in unbalanced, unpredictable consequences in my classroom.  Phone out in class for the 5th time in the class period?  Then you’d get a 5th verbal warning in the class period.  But a kid who got up out of his desk without permission, even to throw away trash or something equally silly, I would irrationally move their seat or (only one time!) send them out of the classroom.  And because discipline was unbalance and unpredictable, you can bet that my reputation among students and my peer teachers was that I was unbalanced and unpredictable as a teacher.

In truth, I was assigning consequences from a place of emotion and personal preference (I don’t really care if kids chew gum, but, personally, I think it’s incredibly disrespectful to walk around the room while I’m teaching).  Over the years, I finally got ahold of assigning consequences to inappropriate behavior after a conversation with my mom, of all people.  My mom was a banker, not an educator.  But she was a pretty darn good mother, who turned out two successful daughters over her lifetime, and it was a simple suggestion from her that reframed how I approached consequences in my classroom and, ultimately, how I built it into our ClassMax platform.

“Katie,” she said.  “No matter the behavior, attitude, or offense of a student, you must stay level headed and consistent.”

Level headed and consistent.  Imagine that in a middle school classroom…

From then on, my discipline was much more systematic than emotional and I saw the immediate positive response from my students.  Now, I used a set order of consequences.

  • 1st offense: Verbal warning
  • 2nd offense: Seat moved
  • 3rd offense: Phone call or email to parent after class
  • 4th offense: Removed from classroom
  • 5th offense: Detention/Lunch Detention/Referral (however my school handles it at that time)

The problem was that no matter how organized and formulated my consequences were in a list taped to my computer screen, when I was in the heat of a disciplinary action, I had a hard time monitoring my own responses.  Had I already given a warning?  Did I call home last time?  Was this the third or fourth time I had an issue with that student?  I quickly realized that good recording keeping was a big factor in effective discipline in my classroom.

Teacher Tip:  Need different consequences and behaviors?  They are customizable in your settings!

When we started building out the behavior tracking component of ClassMax, we naturally built in a positive and negative behavior tracker.  Isn’t that what most behavior tracking programs have?  But that wasn’t enough for me to be “level headed and consistent.”  So, I also made sure we had a consequence tracker, as well.  Now, when I assigned the behavior, I had my list of behavior consequences, in order, right in my hands on my phone or tablet.  And if I couldn’t remember previous behaviors or consequences, a quick check of the student behavior report or notes told me everything I needed to know.  And it took SECONDS.  This allowed not only my record keeping and data tracking to stay current, but it ensured that I was consistent in my reaction to behaviors.

In a classroom, it is easy for things to become chaotic and messy.  But especially in the middle of the chaos, there has to be level headed and consistent discipline.  It’s how we set our boundaries as teachers, how we claim control of our classrooms, and how we teach children to be better people.  Let ClassMax help you become that steadfast, calm voice of reason.  After all, we can use all the help we can get, right?!


Find more information on our behavior tracking here.

ClassMax: A Different Kind of Tool for a Different Kind of Teaching

One of the questions we get asked most often here at ClassMax is how to use it in a classroom.  I see teachers who set their accounts up but then aren’t sure where to go from there.  They want to use ClassMax as a tool for data collection instead of what it really is at its core: a tool for changing the way we teach.

In a ClassMax classroom, teachers are not merely collecting data.  The data is simply the byproduct of this new type of teaching.  In a ClassMax classroom, teachers are spending more of their time observing, facilitating, encouraging, and supporting learning and less time testing, assessing, talking, and doing.  And isn’t that really what our students need?  They need less of adults doing for them and more of the responsibility and ownership of their learning placed on them.  A student-centered classroom is less about putting the student in the center and more about not putting the teacher in the center.  So, where then is the place of the teacher, if not in front of our students?

It is among our students.

In a 21st century classroom, teachers should be among their students.  If you mentally divide the classroom into three parts, traditional instruction (and habit for most of us) dictates that the teacher spend most of their time in the front third of the classroom.  Our role is to instruct and to instruct means to be seen and to be seen means we stand in front of our students.  It’s where the action is – our whiteboard is up there, our projector is up there, our common board is up there, usually our desk is up there.  Up front is where the action is in a classroom.  Which is also why the back of the classroom is where the action is for our students… amiright?

When you have ClassMax open on your device as you stand in the front of the classroom, it might be difficult to figure out what to do next.  Because here is the thing: All this data we are talking about collecting can’t be done from the front of the classroom, teacher friends.  And try as we might, if we are continuing to teach as we normally do with this powerful tool in our hands, it isn’t going to do much for you.  Sure, it might help track your hall passes, but there is so much more it can and should do!  But for it to be the most effective, you might have to change your teaching style just a bit, because an tool is only as effective as the teacher who wields it.

So, what are some hallmarks of a ClassMax teacher?  I’m so glad you asked!  Let’s take a look at five:

1. ClassMax teachers are listeners.

I’m starting with this one because it is the both the hardest for me to accomplish and the biggest change I have noticed in myself since I have been using ClassMax in my classroom.  With so much of my data coming from me and not from assessments, I HAD to become a better listener in my classroom and from this, I have found that so much of learning comes not from my lessons or activities, but from the conversations and interactions happening among my students.  They ask each other questions and from those questions I can tell what they know and what they don’t – and I record that finding in ClassMax. They correct each other’s learning and from those clarifications I can see how much they are progressing or if they are stuck on something – and I record that finding in ClassMax.  They discuss how to word answers they are going to write down and I can understand where their gaps in understanding are based on what their answers include or don’t include – and I record that finding in ClassMax.  When I am actively listening to students working around me, I get much more of a complete picture of their learning than I do when they fill in a bubble sheet.  And so when I mark their progress in ClassMax based on those things I have heard in the classroom, that data is much more dependable and concentrated than that bubble sheet would have been.

2. ClassMax teachers are observers.

Listening is not the only skill that I improved on since I started using ClassMax.  My overall visual observations are becoming much more astute than they have been before.  When I am out among my students, moving through them to assess their learning in ClassMax, I am looking for a few specific things.

  • I’m looking for those faces of students who I just know are s-t-u-c-k.  You know those faces.  They are scrunched up or scowled down and anything but happy.
  • I’m looking for those students who are off-task and talking because most of the time, if they aren’t on task, it’s because the work is either above or below them.
  • I’m looking for groups of students who have their heads together, pouring over part of the activity for an extended period of time because if it takes that many kids to figure something out, I need to reteach.

The specifics of their learning aren’t even known yet from these observations, but from just watching them intently, I can begin to identify who needs more and who needs less.  And when I see these things, I mark them in ClassMax.  I turn those observations into something real – a number or a percentage or a note, something that can drive my instruction for each child individually.

3. ClassMax teachers are attentive.

One of the things teachers like most about the ClassMax dashboard is the ability to color-code students using the apple icons.  Personally, it’s one of my favorite features.  But color-coded apples aren’t just for looks.  They are designed to prompt action in a teacher.  I use the apples in the first 10 minutes of an activity and in the last 10 minutes of an activity.  While students are working, I go through each red apple (which indicates an ESE student for me) and I make sure I go over and talk to that student.  Every day.  Every activity.  Every red apple.  And before I walk over to them, I check their accommodations on their ClassMax profile so that I am sure I have used all the applicable accommodations in that lesson for them.  Walking around the classroom randomly monitoring students is how we usually facilitate learning in a classroom, right?  But we can use ClassMax to make those classroom rounds much more attentive and intentional, maximizing what we give our students and, in turn, what they learn. After I have visited a “red apple” student, I make a log of which accommodations I used with them while I was there and then make some notes in ClassMax about what I heard or observed while I was with them.  THAT is attentive instruction, friends.  It’s making sure we aren’t giving the majority of our time to the discipline kids or the loud kids or the disruptive kids, but to the students who really need us the most.

4. ClassMax teachers are communicative.

When you are collecting quality information in your classroom and when reporting is as easy as ClassMax makes it, why NOT be communicative?!  Information does not serve your students if it sits inside a computer program, so get it out of there!  Reporting is simple in ClassMax not because the data itself is simple, but because we believe student data should be easily accessible and understandable in order to be effective.  So, use those reports to communicate to students by having data chats with them about what you are seeing, hearing, and paying attention to in class (here is a great blog post on how to have data chats using ClassMax).  Send reports home for parent signatures.  Send reports for students you are concerned about to guidance, to the deans, to staffing specialists, to your admin teams.  If you don’t use the data, then it’s just a bunch of numbers on a page.

5. ClassMax teachers are proactive.

If you are using ClassMax effectively in your classroom, meaning you are out among your students listening, observing, being attentive, and communicating, it will become much easier for you to notice trends in student learning.  And when you can recognize trends, then you can proactively begin guiding students through the obstacle course of learning – steering them away from misconceptions, leading them around misunderstandings, and building bridges over their gaps in knowledge.  It’s hard to be a proactive teacher from a bubble sheet.  It’s hard to plan and execute effective lessons for ALL your students when you don’t know the progress of ALL your students intimately.  With ClassMax, as you chronicle their learning through data collection, you are simultaneously building pathways for their learning that are based not on generalized questions and answers in an assignment or assessment, but based on something substantial, like intentional listening and observing of your students.  Reactive teachers assess learning and move forward.  Proactive teachers understand learning and move forward.

Can ClassMax be a tool that simply supports what you are already doing in your classroom?  Sure.

Can ClassMax be a tool that makes your current teaching practices simpler?  You bet.

But can ClassMax also be the guide to help you become a better teacher?  ABSOLUTELY.  

Through listening, observing, and being attentive, communicative, and proactive, ClassMax can not only maximize your classroom success, but can maximize your teaching practices.  It can help focus you on individual students and then turn those meaningful interactions into quantifiable data.  As educators, if we truly believe that students are more than a test score, it’s time we started teaching them that way.

Final ClassMax Reports to Submit at the End of Your School Year

For some of the luckiest teachers, summer break has already started!  For the rest of us, our countdown clocks are ticking and we are counting the minutes and seconds left in the school year.  Before your school year ends, take this time to submit your final ClassMax reports to your district and school admin teams.

With our easy MULTI-CLASS REPORTING, you can run one comprehensive report for your entire class.  Watch this quick demo on how to access multi-class reports:

Accommodations Reports

Make sure you submit your final accommodations reports for your ESE/504/or other special consideration students.  Run your report for the last period of time you are monitoring (weekly, quarterly, etc.), but take it a step further and earn one more gold star before you end a stellar year by voluntarily submitting a cumulative yearly report of accommodations.  You’ve collected all the data this year, so be sure your admin team knows about it!

Behavior Reports and Notes

Not every student will need a year-end behavior report, but be sure to run them for your high-fliers.  You can submit these to your grade-level administrator or dean.  Or, save the file digitally for yourself just in case any issues come back to haunt you over the summer or next school year.  I once had a parent contact my principal about a test score their student received on their final exam in my class (I graciously gave him a 50%, even though he didn’t even turn in a test paper…).  Because I had kept clear and daily records of the student’s behavior and performance in my class, I simply had to pull up the year-end summary of the ClassMax notes I had kept on that student and there was my protection from any parent accusations.  CYA.  It’s a real thing. 

Progress Monitoring

I don’t know about you, but I wait on pins and needles for my student scores every year from our state standardized test.  I want to know if my instruction was on target or if there is something I need to change for the next year.  For this reason, be sure to run a WHOLE CLASS FOR MULTIPLE CLASS PERIODS report so that you can go back and compare how your students performed.  If you’re feeling really pro-active, send a copy to your assessing administrator with a little “year in review” email summary.  It only takes a minute to look professional and on point when your data is easily available.

With ClassMax, it is easy to take a look at how your year went.  As you wrap up this school year, utilize our whole class reporting for multiple classes to keep records easily.  You worked hard to collect all that data.  Use it!  Flaunt it!  Report it!  No one will impress your administrator for you, so you have to do it for yourself.  Let ClassMax reports help you!


Creating ClassMax Seating Charts for Non-Traditional Seating

The seating chart feature of ClassMax is great for organizing a traditional classroom.  In the “Fixed” seating chart mode, you can automatically arrange students by first or last name, in ascending or descending order.  It makes creating a seating chart a breeze.

If you want to arrange students in a different method, you can simply click over to the “Flexible” seating chart mode and you are able to move your student icons around into a seating chart that better fits your classroom.  

But what if you have tables or untraditional seating?  In my classroom, I have tables of all shapes and sizes and I often move these tables around for different activities, depending on the needs of my lesson.  I came up with an alternative way to use ClassMax seating charts for my style of classroom and thought I would share with you today.

I selected to work in the “Flexible” mode first.  Then, I selected the number of rows equivalent to the number of tables in my classroom.  For example, I have six tables in my class, so I selected six rows on the seating chart. Next, I dragged and dropped students into their correct table (or “row”).  

Now, my seating charts show up as a list of which students are sitting at which table.  It makes finding who is not sitting in their correct seat (did I mention I’m a middle school teacher???) super quick.  And it also makes it easy for me to input data and information for a table group. I can either go to my groupings list, where I keep groups by table, or I can simply go down the row in my seating chart and input whatever I need to track.  

Saves time and helps me keep a little sanity in my school day!  

Tracking Your Own Teaching Using ClassMax

The primary functions of ClassMax allow teachers to track multiple types of information about student data.  But in the two years that I have been using ClassMax in my own classroom, I have learned how to use ClassMax to track my own standards-based instruction to assure that I am covering all my standards effectively.  This is especially important at this point in the school year, as we begin looking towards standardized testing. I want to be sure that I have taught each specifically tested standard enough and that I haven’t overlooked any standards during the course of my school year.  

To do this, head over to the Reporting section of ClassMax. From here, I run a report for all my classes by choosing “Multiple Periods,” and then selecting all my class periods. I set the window of my report either to the entire previous quarter or for the entire school year.  I tend to prefer the school year because I teach language arts and my standards often repeat throughout the quarter. If your standards are more sequential (for example, in a math class), you may choose to only select a specific period of time.

From here, I start to see the progress of my instruction based on my student data.  The first thing I look for is that I have taught all the tested standards. I double check to make sure that every standard I was supposed to have covered is listed in my report.  If it is not listed, that means that I never collected data on that particular standard, which indicates I may not have taught it or maybe didn’t teach it enough. I add those standards to my reteaching list.  

The next thing I do in my report is to begin drilling down by standard.  If I notice a standard has a lot of gray on the scale, I add this to my reteaching list.  Clearly, I didn’t teach it enough to collect a decent amount of data and so I will probably need to reteach that standard a bit more before testing.  

Finally, I start clicking on individual standards to see the number of times I have assessed on it.  When you click the standard and bar graph, it will drop down to show you which students are performing where.  The number at the top of each student list is the number of times this standard was assessed. If the number is low across all learning levels on a particular standard, I know that I may not have assessed it enough, which also probably indicates that I didn’t teach it enough.  These standards get added to my reteaching list, too.

While ClassMax is an excellent tool for collecting student data, that student data can tell you a lot about your own teaching.  By analyzing HOW I collect my data, I can better examine how well I taught standards throughout my school year. This helps me begin to focus my reteaching as we prepare for testing.  

Using ClassMax Notes as Student Files

My students are in the middle of our writing unit.  We have been working on close reading texts, planning for our essays, and today they spent the class period sitting in silence writing.  These are rare days.  These are days when I try to limit my instruction so that the illusive “productive struggle” can take place in their own little minds while they work.  I’m around, but my involvement is limited.  I’ve taught them for weeks and now they have to show what they know.  

Fly, little birds!  

While my students worked today, I used the chance to make some notes in ClassMax for each student.  Often, I don’t have time during the course of a class period to make detailed notes on students.  Instead, I am using the behavior, accommodations, and progress boxes to record my information.  Sometimes, i add a quick note or two when I have time, but today seemed like a perfect opportunity to updated my student notes, which function as my student files.  

I went through each student in every class and made a note about how they were doing generally in class.  I recorded things I felt like they were doing well with – both academically and behaviorally – and I noted any areas of improvement.  Some of my notes said things like, “Sally continues to be a leader in her table group and I appreciate her patience and willingness to guide her table to success.”  Other students might have notes such as, “Charles has trouble transitioning between activities in class.  It often takes him two or three times as long as his peers to begin an assignment.  During this time, he is out of his seat, distracting others, or playing on his phone.”  These are general statements about the student that can be made at any time and do not have to be tied to a specific day, time, or action.

I also used the time to record behavior.  I started with positive behaviors because those are ones I hardly have time for in the course of my school day.  It is easy for me to see negative behavior and mark it in ClassMax while I am teaching.  However, I seldom remember to mark the positive behavior I see in students, simply because they aren’t catching my attention.  I also used this time to record recurring negative behavior, too.  Let’s face it.  For many students, the date of behavior doesn’t really matter.  They will “distract others” every day of the week, so it really doesn’t matter when I put my note in!

Keeping thorough notes helps make my communication with parents and administration about particular students more effective.  Anecdotal tracking through notes allows me to create a complete 360 degree profile of my students’ performance.

Student Data Chats with ClassMax

This time of year, as we get closer to standardized testing season, I like to have individual data chats with my students.  This year, I used ClassMax for the first time during my data chats and it took my student conversations and progress monitoring to a whole new level.  I thought I would share a little today about how I used ClassMax during my data chats to drive our conversation and to document individual achievement plans.  

Data cannot live by ClassMax alone.  I think that’s how the saying goes, right?  For data chats at my school, teachers are required to discuss our school-wide testing program data (we use iReady).  My students had taken their second benchmark test the week before Christmas break, and we all know how well students perform the week before a two week vacation… *eye roll*.  To me, this becomes unreliable data.  It is still valid data, but it is faulty because it does not take into consideration the testing conditions students were under on that one particular day when a benchmark assessment was given.   

To balance out this data, I used my own ClassMax data during my student conversations, too.  I showed them what I was observing in class and it sparked great discussions about if what I was seeing was correct.  We talked about what a higher scoring student might look like in a classroom and what I was looking for from them to demonstrate their understanding.  Then, we compared what I was seeing in the classroom with their benchmark testing data.  In most cases, I was pleased to see that my observations tended to be right in line with their testing performance.  In cases where there was a difference, I talked about that with the student and often our conversations cleared up an error in reasoning a student had.  Overall, I found that using my ClassMax data added a depth to our conversation that I had not had in previous years.  

Lastly, I made sure to record my data chats in each student’s notes for the day.  To make this easier on myself so that I wasn’t writing entire paragraphs for each student (ain’t nobody got time for that!), I simply copied and pasted the following note and then added details during my conversation with the student:  

Test One Score:

Test Two Score:

Highest performing skill:

Lowest performing skill:

Classroom observation notes:  

Logistically, I was able to pull students up for data chats while my classes were writing an essay in class today.  While they worked silently, I called up one student at a time for their data chat.  When they came to my table, we first looked at their data from both iReady tests and discussed what we saw.  Next, we looked at my ClassMax progress reports and talked about classroom performance (and behavior, when that was necessary).  Finally, we filled in the blanks in my ClassMax Notes posted above.  The entire conversation took about 3-4 minutes per student.  

I have always valued data chats.  I know that for some of us, some of the time, they can definitely be a “check the box” requirement.  But when they are done well, I do believe they can motivate students.  Using ClassMax helped me to maximize that quality time with my students and deepened our conversations about their progress.  I know it can do the same for you!


We’re social! 


Accommodations Tracking and Why My Students Deserve It

In the past, I have taught a high level of ESE and low-performing students.  It wasn’t uncommon for me to have upwards of 13-15 ESE students in one class period.  Tracking which accommodations I have used for 13 different students throughout a 50 minute class period was almost impossible.  With that many students in a class (plus another 10 or so of regular students without accommodations or special needs), I needed to spend my time TEACHING, not tracking.  This left me scrambling at the end of every month to complete my accommodations usage charts that had to be submitted.  And, to be honest, that was often done in haste about 20 minutes before I had to turn it in.

This frustrated me every month because my students needed BOTH from me.  They needed me to be able to teach them and they deserved the precision of accurately tracked, effective data driving my instruction.  I’m a firm believer in the function of data, but, like most teachers, I also live in the real world and teach in a real classroom where those two things do not necessarily co-exist.

For this reason, accommodations tracking was a primary goal for me when I created ClassMax.  There were a few non-negotiable criteria for me throughout the development process and I think ClassMax has solved all these issues for me – and now for you, too!

  • Speed – I needed to be able to record the accommodations usage quickly and on the fly.  One of the ways ClassMax solves this issue is by allowing me to assign accommodations usage to groups and to whole classes.  When I am teaching a class of primarily ESE and low-level learners, most of the time, I am using class-wide accommodations.  If I provide a graphic organizer for a class to work within, I don’t want to have to go to all 13 individual student profiles of ESE students and note that they were just provided a graphic organizer.  Instead, I can select either a group of students or my entire class and assign that accommodation to them, saving me time and allowing me to continue teaching.  Which brings me to my next non-negotiable…
  • Uninterrupted teaching – Recording accommodations usage couldn’t interrupt my teaching.  ESE and low-performing students need the most from a teacher.  I can’t have my face buried in a computer or tablet screen with those kinds of needs sitting in my classroom.  With ClassMax’s pre-filled list of accommodations, I can assign accommodations usage while I teach, never having to pause instruction or disrupt time I am spending with a student.  In my own classroom, this looks like me carrying my iPad in my hands at all times, open to the current class period I am teaching.  Whenever I stop to clarify instructions or to provide some one-on-one time with a student, I simply select their name and assign the accommodations to them as I stand up to continue circulating around the room.  I can assign an accommodation in seconds, leaving me free to focus on students and not paperwork.
  • Flexibility – I had to be able to add and adjust accommodations usage as I went.  The majority of my ESE students function with the same basic set of 5-10 standard accommodations in their IEP.  General things that good teachers are automatically doing in their classroom – preferred seating, repeating and clarifying directions, chunking information, providing copies of notes, etc.  But we all have those ESE students who require more personalized needs.  Hearing impaired, speech impaired, health issues, emotional behavior disorders… and the list goes on.  These kids have needs above and beyond even a “typical” ESE student and I need to be able to track those, too.  ClassMax allows me to add custom accommodations to my prefilled list, which means I add it one time and it will always show up as an option for me to select, turning my “prefilled list” into a “personalized list” in just a few seconds.

Another thing I needed with regards to accommodations was a quick way to access who needed accommodations and what accommodations they were to receive.  Generally speaking, as teachers, we know who needs what in our classes.  But how often do particular students fall through the cracks?  Students who maybe perform well, but are still struggling with significant learning disorders.  Students who can compensate for their challenges, but who still need and deserve the extra help.  Students who use 3 of their accommodations so often that we forget they actually are entitled to 4 other, less frequently used accommodations, too.

With the color coded apples, it takes no time at all to glance at your computer or tablet screen and know right away who needs a daily check in during a class period.  Five colored apples are provided for cataloguing students in a private manner that is known only to the teacher.  In my classroom, all of my students are green apples, ESE students are red apples, 504 students are blue, and health issues are yellow (for me, personally, if a student qualifies for more than one of these areas, I mark them red).  This keeps any student with special concerns from falling through the cracks in my classroom.

Even reminding myself of what specific accommodations a student receives is quick and easy.  In the Student Information profile, students are flagged by category (ESE, 504, gifted, etc.) and then their individual accommodations are listed.  This means when I am working with a specific student, I can simply open their student profile and see their accommodations requirements all in the same place.

While none of this is groundbreaking technology (I’m a teacher first, remember?), ClassMax provides small details that make a teacher’s job easier and more effective.  Why track data if we can’t use it effectively?  Why provide accommodations if they aren’t exact information?  Why collect information if we can’t use it quickly and easily to make our instruction better?

At ClassMax, we believe in collecting data quickly and efficiently in real time in order to improve teaching practices.

Because that’s what our students deserve.


Getting Your Classroom Ready for ClassMax

I don’t know about you all, but this week I start another school year.  I’m so excited.  I’m at a new school this year, so I’ve been spending the past few weeks getting my classroom all set up in my new space.  I have been preparing my student work space, my desk, my teaching area, my small group stations – everything is in preparation mode so that I can kick this new year off right.

Which is why I have also been prepping my classroom for ClassMax this year.  Last year, I used a ClassMax prototype I was testing and while it was really helpful and better than nothing, it didn’t have nearly the features and efficiency of the polished ClassMax that we will launch on September 5.  In order to maximize my classroom success, I made a big change to how I will collect student information this year so that it makes setting up my ClassMax classes a lot easier.

For ClassMax, you can manually load your students in one at a time or you can use our csv template and upload whole classes at a time.  The template is pretty straight forward and consists of collecting the student’s name, any categories they might fall into for data analysis (free/reduced lunch, ESE, gifted, etc.), parent name, parent phone number, state test score, Lexile, and parent email.  These categories correspond with the information stored in the student profile.

(NOTE:  If you don’t have some of this information yet or don’t necessarily care to track a particular column, just leave that column blank.)

I am going to love having all this student information at my fingertips once the year starts, but inputting all that data was going to really be a drag.  I decided instead that I would have parents input their data using a Google form.  The form drops the data into a spreadsheet that I can use to copy and paste columns straight into this csv file.  If you want a copy of my Google form, here it is.  Just make a copy for yourself, customize to your class specifications, and you are good to go.

Now, keep in mind that you will need to sort your Google Sheet by class period and then upload to ClassMax.  You can only upload one class at a time.  But using this form will at least get the MAJORITY of your students in a spreadsheet that you can then manipulate however you need.

Not at a digital school?  Open a Google form on a classroom computer and have your students submit their information one at a time during the first week of school.  Or leave it open on a classroom computer during “Meet the Teacher” or “Open House” for parents to complete.

Hope that helps eliminate some of your front-loading of information before you jump into the ClassMax pool.  And mark your calendars while you’re at it!  SEPTEMBER 5 WE ARE LIVE FOR USE!  WHOO HOOOOOOOO!!!!!

Teach on, teacher friends.

Katie Brown

8th Grade ELA Teacher and ClassMax Founder