4.6.b Support…

…educators to interpret qualitative and quantitative data to inform their decisions and support individual student learning.

As a classroom teacher, I have opportunities to meet with other teachers horizontally and vertically to discuss student performance. More specifically, as an English teacher, we center a lot of the conversation around writing and writing assessments. Every year, at the beginning of the school year, teachers across the district assign a pre-assessment of students’ writing. Towards the end of the year, a post assessment is given to determine growth. Throughout the year, teachers meet to talk about the progress, ways to improve teaching writing, and any resources teachers have used. We use a common rubric and once we have completed an assessment, we meet to look at the data, noting not just one school’s performance, but also how all the schools are performing. We use the quantitative data collected to inform our level of instruction. In one such meeting, I shifted over to ed tech coach and offered an online resource that I believed could help. It was a website called Quill (located here). I won’t go into detail about the website, only to say that students practice good sentence writing on Quill to help improve their essay writing. Feedback from students from a Microsoft Forms survey gave us the qualitative data needed to decide to continue using Quill for writing. Feedback was positive with quite a few students feeling like the practice was very beneficial in helping them with longer essays.

Click here to see 4.6.c