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Quadrant Tracking, Analysis and Triangulation using BAS/CCAT, Exam and Term Results

Developed by

Dr. Marian Lothian, WQSB

Purpose

This initiative is designed to facilitate teacher team discussions around student data with the aim of moving more students towards greater academic success.

Can students who largely fall into the "slightly below proficiency level" be moved towards "proficiency" status? How do we accomplish this goal? The quadrant data-teaming process helps teachers gain confidence as they focus on student success and provides strategies that quantify success. Discussions are generated around strategies and tools required to move students to greater levels of proficiency.

Description

This is a Western Quebec School Board (WQSB) initiative implementing the use of quadrants to profile levels of student achievement.The sample student assessment survey provides teachers, principals and school board administrators with an alternative method to gather, track and aggregate student assessment data in quadrants. Accompanying documents illustrate several WQSB school classification grids used to categorize results (BAS / GB+, CCAT scores, and / or T2 Math, ELA or FSL) and include  presentations adapted and authored by WQSB teachers, principals and consultants.

Quadrants are easy to use and teachers can readily recognize their application and incorporate them into their practice. It is a simple structure to guide deeper conversations about teaching and learning. It encourages conversation across cycles as teachers discuss the teaching strategies they find useful in moving one quadrant of students to the next, higher performing one.

 

Context For Use

 

We use quadrants throughout our elementary schools and several secondary schools are also applying this approach. We use this for the three core subjects of English Language Arts, Math and French. We first brought our core subject consultants together to develop a common understanding and approach. The consultants then worked to refine the quadrants for use in our schools. The core consultants worked together to set a universal mark range for each of the quadrants. This makes the work across the core subjects easier for the schools to track and allows the school board to look at schools’ work on quadrants from a board perspective. This makes the work of the core consultants more focused on school success.

Benefits

  • Knowledge management -comprehensively gathers, organizes, shares and analyses knowledge held by schools on student performance.
  • Knowledge mobilization -The use of quadrants to explore a variety of data encourages educators to make connections between theory and practice in order to improve outcomes for each student.
  • Knowledge transfer - This framework ensures a consistent approach to organising and analyzing student data across the school board.

Tips

  • Schools are encouraged to focus first on students "close to but below proficient" as this is the easiest group to move.

  • Introduce the tool and train consultants in order to ensure a common approach and language that directly relates to the work being done in the schools.

  • Before principals are asked to introduce quadrants into their schools, have the core consultants spend a day training the principals and providing them with professional development.

  • Many schools update their class quadrants after each reporting term. In the second year of using quadrants, schools have tweaked how to best use quadrants and extend this work at the school level. Each school has personalized their use of quadrants. Several schools are now looking for other indicators to track with quadrants. Some are focussed on exploring how to best capture students’ emotional and behavioural levels of performance and how to plot this alongside of academic performance.

  • Proficiency ranges may vary between school boards.  

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