Level III Inquiry Brief

Part 3: Action/Data Collection Plan

(FEAPs 1d, 1e, 3c, 3d, 4b, ESOL 5.1, 5.3)

Using your Data Collection Table, share the data collected/actions taken during the course of your inquiry work. Include your data
analysis/what the data told you and conclusions you could draw/findings you might suggest from each piece of data you
collected/action you implemented.

 Describe at least 1 formative and 1 summative data collection method you utilized during your inquiry in the chart below.
Indicate whether you consider data formative or summative. (Indicate in the DATA COLECTED/ACTION TAKEN Column)
 Describe at least 3 teaching strategies OR iterations of teaching strategies implemented. Cite at least 3 pieces of relevant
literature supporting the use of the strategies (APA style) (Indicate in the DATA COLECTED/ACTION TAKEN Column)
 How did you make sense of your data? Provide an explanation of how you (can be a collaboration with your CT) looked at the
data you gathered to inform your understanding of student learning. (In the Appendix, include at least one chart, picture, or
representation demonstrating your process of analyzing data). (indicate in the ANALYSIS Column)
 Describe how you will differentiate strategies based on students’ needs. How will this help you meet the needs of ELL learners?
Make connections with your ESOL/TSL & EDP course texts as a resource for differentiation strategies. (include in FINDING FROM
THIS DATA/NEXT STEPS column)

DATA COLLECTED/ACTION TAKEN
Formative or Summative?
Data collected: Student writing samples &
work.
Action taken: Went over work with
students. Explained their grade. What they
can do next time to meet their goal.
Formative or Summative?
Students 1st 9 weeks AR points.
ANALYSIS/HOW DID YOU MAKE SENSE OF
THE DATA?
Looking over students work allowed me to
see how they have improved since the last
writing piece. In addition, I am able to
track where they are in terms of meeting
their writing goals and discuss with the
students their next steps.
Looking at how many students met their
AR goals show me that students are
FINDING FROM THIS DATA & NEXT STEPS
From this data, I can conclude who needs
extra support with writing and who
doesn’t. It also informs me if someone has
met their writing goal and needs to set a
new one.
For students who need extra support, I try
to meet with them one-on-one.
The next steps are to find out why some
students did not meet their goals. For

Action taken: Students who met their
goals in the first nine weeks receives a
celebration. We set even higher goals for
the 2nd 9 weeks.
Formative or Summative?
Mid way 2nd nine weeks AR status. AR
board with students standings.
Action Taken: I met with students who
have yet to earn any points on AR and
attempted to figure out why.
“Meaningful learning tasks give students a
clear sense of progress leading to mastery.”
(Dweck, 2010).
Formative or Summative?
Video from observations
Action taken: In my several observations, I
have used several strategies such as
cooperative learning groups and turn and
talks to allow students to collaborate with
one another.
Literature quote, “When students are
allowed to work in groups, they are able to
Level III Inquiry Brief
excited to reach their goals. For students
who did not meet their goal, I am unsure
as to why this happened. Is it because they
chose books off their levels? Are they just
not reading?
Many students are on their way to
reaching their even higher AR goals than
last nine weeks. They are excited to do
some and even “battle” it out for a chance
to get onto the computer and take a test.
They take their time when doing so,
making sure that they look back into the
book for their answers.
While implementing growth mindset, it is
imperative that students participate in
cooperative work rather than competitive.
After watching these videos and
comparing to days when cooperative work
was not implemented, I found that
students ideas and concepts shared were
much vaster than independently. They also
enjoyed the work more.
some I found out that they did not choose
on level books from the library. Others
simply were not reading their books
carefully enough. The next steps for these
students would be to review the book with
them prior to them taking their AR tests so
that they have a deeper understanding of
the book.
The next steps are to just continue
working with students to meet their AR
goals. I will continue to help students
choose appropriate books and work with
students on their reading comprehension.
The next steps would be to continue
implementing cooperative learning
activities for my students to participate in
to continue facilitating the growth
mindset.
 Level III Inquiry Brief

collaborate together. This allows students

to share their strategies” (Kiger, 2017)

Formative or Summative?

Part 4: Learning Statements/Claims

After looking across/analyzing all of the data collected and actions taken, what learning statements/claims might you make (minimum
of 3 statements)? For each learning statement, describe the data or evidence that you used to develop that claim, including proper
citations if literature/course connections served as evidence.

FINDING/CLAIM EVIDENCE SUPPORTING FINDING

Part 5: Conclusion/Reflection
(Feap 5b, 5c)
 Level III Inquiry Brief

In your conclusion, reflect upon your inquiry work as a whole. Write a paragraph that thoroughly addresses the following questions:
Reflection: Interns will answer the following questions and support their answers using the most powerful data (FEAP 5c):
1. What did you learn about yourself as a teacher?
2. What were the most powerful adjustments you made during the planning process? What do you believe would be the most
beneficial changes you could make next to improve student learning?
3. What have you learned about using data as a part of your teaching? What did you learn by evaluating data with your teaching
peers (CT, cohort, resource teachers?
4. What new wonderings do you have?

APPENDIX

A. Data Analysis Tool (Part 3: include at least one chart, picture, or representation demonstrating your process of analyzing data)