Longer Term Efforts to Use Student Feedback

“At Two Rivers Charter School, Wednesdays are half days. We use what we call a formal data analysis process. At beginning of year looked at DCCAS results. Based on the results, we took on comprehension and problem solving because they were low scores. We then bring student work related that topic to the table on Wednesdays. We look at data together. Teammates look at your student work, without you telling them what you had taught. You listen while they reflect. It’s actually a very formal process.”

“At E.L. Haynes we use Interim Assessments. We give them every 6-10 weeks. My partner and I collect all the data, from the assessments and from anecdotal notes. I look at the whole class data, and then figure out the small group data that needs addressing. We do this with our ELL and Inclusion specialists. Together we come up with strategies.”

The Importance of Classroom Culture

“It’s important that the classroom culture creates the expectation of normalcy of error. We’re all going to get things wrong. Part of our culture is that we all get things wrong and we all get things right. I ask them things that I know they will get right. I also ask them things that I know they will get wrong. I’m always asking questions. You are not a student if you don’t get things wrong. That’s how you learn – from your mistakes.”