Enhancing Feedback Quality with Trend Data Collection Forms
Explore how Northbridge Public Schools use walk-through forms based on norms to collect monthly trend data, analyze areas of growth, and strategize for continuous improvement in classroom practices. The informal classroom visit form and weekly tracking of lesson plans, adjustments, student engagement, and meeting diverse needs provide valuable insights for educational improvement.
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Presentation Transcript
TREND DATA In order to enhance the quality of feedback provided on our new forms and ensure inter-rater reliability and calibration, we developed WALK- THROUGH FORMS , based on our four NORMS, that Evaluators would use to collect monthly trend data within each of their buildings. Evaluators use this form to visit as many rooms as they can (3 5 minute walk-throughs) when they have a chunk of time available to do so (several times per month.) This data is turned in to the curriculum office (via a tally sheet) put into a comparative graph, and used as a discussion point once a month at our Leadership Meeting to acknowledge areas of growth within each building, develop strategies for addressing areas which are still in need of improvement, and discuss how this information will be communicated to staff.
Informal Classroom Visit Form - Northbridge Public Schools Date: _______________ # of Classrooms visited: __________ Well-Structured Lessons OBS N/O Comments: Challenging and measurable standards-based obj. posted and reflected in classroom activities Lesson appropriately paced and sequenced to meet learning goals/objectives Various resources used to enhance the learning experience and maximize student engagement (manipulatives, graphic orgs, diagrams, videos, integrated technology, etc.) Plans using various grouping strategies (i.e. flexible grouping) Adjustments to Practice OBS N/O Comments: Teacher previews new content and introduces topic to activate prior knowledge Success starters Teachers use a variety of frequent formative assessment strategies to ensure ALL students understand Teacher uses formative assessment data to adjust practice and implement interventions, enhancements and/or modifications Student(s) receive timely and appropriate support from teacher/support staff Student Engagement Teacher recognizes and responds appropriately to students who are not engaged OBS N/O Comments: Teacher uses a variety of instructional strategies that provide students with authentic and challenging learning tasks Teacher consistently asks higher order questions to assess the learning and enhance learning experience Students engage in active and collaborative educational discourse Meeting Diverse Needs OBS N/O Comments: Teacher uses appropriate strategies (i.e. scaffolding/tiered instruction) to meet the needs and levels of ALL learners Students are assessed frequently and in multiple ways throughout the lesson to check for understanding Teacher and support staff utilize an effective co-teaching model Students interests and real-life applications direct development of lessons
Week of ___________________ Well-structured lesson plans Mon. Tues. Wed. Thurs. Fri. # OBS Total C/R Adjustments to practice Student engagement Meeting diverse needs Week of ___________________ Mon. Tues. Wed. Thurs. Fri. # OBS Total C/R Well-structured lesson plans Adjustments to practice Student engagement Meeting diverse needs Week of ___________________ Mon. Tues. Wed. Thurs. Fri. # OBS Total C/R Well-structured lesson plans Adjustments to practice Student engagement Meeting diverse needs Week of ___________________ Mon. Tues. Wed. Thurs. Fri. # OBS Total C/R Well-structured lesson plans Adjustments to practice Student engagement Meeting diverse needs
Table 1. Northbridge Norms Balmer Elementary Oct. Nov. Dec. Jan. Feb. 48% 78% 78% 80% 77% Well - structured lessons 59% 66% 83% 70% Adjustments to practice 70% 65% 76% 78% 66% Student engagement 51% 68% 91% 75% Meeting diverse needs 100% 90% 80% 70% 60% Well - structured lessons Adjustments to practice 50% Student engagement 40% Meeting diverse needs 30% 20% 10% 0% Oct. Nov. Dec. Jan. Feb. BALMER ELEMENTARY SCHOOL
Table 2. Northbridge Norms Northbridge Elementary Oct. Nov. Dec. Jan. Feb. 65% 78% 78% 80% 90% Well - structured lessons 73% 74% 85% 84% 85% Adjustments to practice 66% 79% 76% 73% 84% Student engagement 77% 76% 81% 90% 91% Meeting diverse needs 120% 100% 80% Well - structured lessons Adjustments to practice 60% Student engagement Meeting diverse needs 40% 20% 0% Oct. Nov. Dec. Jan. Feb. NORTHBRIDGE ELEMENTARY SCHOOL
Table 3. Northbridge Norms Northbridge High Oct. Nov. Dec. Jan. Feb. 80% 90% 65% 89% 86% Well - structured lessons 70% 90% 65% 50% 57% Adjustments to practice 80% 50% 100% 100% 71% Student engagement 40% 20% 39% 43% 57% Meeting diverse needs 120% 100% 80% Well - structured lessons Adjustments to practice 60% Student engagement Meeting diverse needs 40% 20% 0% Oct. Nov. Dec. Jan. Feb. NORTHBRIDGE HIGH SCHOOL FOCUS AREA: Meeting Diverse Needs
