1. WHAT IS “THE RIGHT STUFF?”
Let your graphic organizer guide
your thinking as you watch this trailer.
We’ve chosen the movie trailer for the academy award winning movie, The Right Stuff, to make emotional and mental connections to the topic. We hope that you will “buy into” the metaphors and find some tools to help you lead courageous conversations with your campus teams.

2. We’re giving you tools today so that you can replicate any or all
We’re giving you tools today so that you can replicate any or all. The ppt goes through professional development steps as you might want/need as you work with your campuses. Certainly, those who are building/enhancing the work of PLCs will immediately see relevance vital to the task.
Teachers collaborating about student work analyze REAL data to promote increased student and staff learning.

3. RESOURCE CD
Overview of CD contents and organization.

4. EXAMINING STUDENT WORK: HIGH-IMPACT RESULTS
BEST PRACTICE
INCREASED STUDENT LEARNING
CURRICULUM ALIGNMENT
EXAMINING STUDENT WORK
SHARED RESPONSIBILITY
TIMELY AND MEANINGFUL DATA ANALYSIS
PROFESSIONAL DEVELOPMENT AND ACTION RESEARCH

5. Best Practice VALUE AND RATIONALE What is “The Right Stuff?”
What is “Examining Student Work?”
Best
Practice
RESEARCH/RESULTS
Trust in Schools
Teachers Learn
Impact in High Schools
RESOURCES
High Impact Results
Managing Complex Change
National Experts

6. WHAT IS “THE RIGHT STUFF*”HERE?
Student Work – Analyze through Protocols
Relevant, timely data
Authentic Product
Student voice
Evidence of learning
Response to instruction
*LEARNING FROM STUDENT WORK (LFSW)
Beyond grades – use student work and the protocols as an inquiry tool.

7. WHAT IS LFSW?
Teachers looking at individual student demonstration of learning –
evaluating,
determining instructional needs,
determining what is interfering with learning,
planning for instruction,
teaching to the objective,
determining sequence and next steps.

8. WHY TALK TOGETHER ABOUT STUDENT WORK?
In schools with low levels of relational trust, there is a 1 in 7 chance of
showing gains in student achievement.
However….
In schools with high levels of relational trust, there is a 1 in 2 chance of
Bryk and Schneider (2002). Trust in Schools: A Core Resource for Improvement
Vehicle to build trust.

9. WHY SHOULD TEACHERS LFSW?
Reflect on evidence of student learning.
Study curricular rigor and alignment.
Analyze intent of task.
Collaborate with colleagues.
Identify teacher misunderstandings.
Reflect on evidence of effective teaching.
Each has a big impact on what we do as teachers. “Wow, I didn’t realize that…..Oh, I thought…..”

10. LFSW IN HIGH SCHOOLS?
The Aspen Workshop on High Schools recommended in its summary report for the Transforming High Schools Task Force that the continuous and collaborative examination of student work along with the personalization of schooling are the two critical strategies for transforming high schools at the local level.
Always important to show evidence in secondary…..in your references among others.

11. CURRICULM ALIGNMENT Accurate Assessment of Learning RATIONALE RESULTS
Full Alignment
RESULTS
Meet Higher Standards
Rigorous Instruction
Agreement on Proficiency
CURRICULM ALIGNMENT
RESOURCES
Protocols
Videos
“Using a Structured Protocol”

12. HOW DO WE MEET NEW STANDARDS?
Though teachers have always examined student work as part of their grading process, the new focus on accountability and standards has driven a more structured and collaborative examination of student work.
We have always examined student work as reference to a grading process. Now, the focus on level on standards.

13. EXAMINE STUDENT WORK COLLABORATIVELY TO DETERMINE IF….
the assessment instruments are designed to accurately and fairly address what students are expected to learn.

14. GETTING TO KNOW THE LEARNER
Student’s response is the end product of his/her thinking. Analyze to inform instruction.
Do students have any skills or knowledge to build on?
Do we need a total reteaching of a content?
Are students lacking skills and/or content knowledge?
Is the design of the assessment itself an issue?

15. AGREE ON PROFICIENCY Protocols Guide: Conversation about TEKS
Analysis of Product Requirements
Objective Review of Student Responses
Instructional Strengths and Needs
Without talking about and agreeing upon actual examples of proficiency, teachers assess learning at different levels. ALL become better at designing student work when agreement is reached. In order to close the gap with making sure the proficiency matches the level of the STATE standards. Grades don’t match the assessments.
Bigger than a team leader or department head developing the lesson plans and assessments.

16. TIMELY AND MEANINGFUL DATA ANALYSIS
RATIONALE: WHAT AND WHEN
Authentic Work
Classroom Observations
PLCs, Department, Campus
RESULTS
Changed Practice
Student Voice/Thinking
Continuous Improvement
TIMELY AND MEANINGFUL DATA ANALYSIS
RESOURCES
Cycle of Inquiry
Formative Assessment Cycle
Types of Data

17. WHAT IS STUDENT WORK? How would teams examine each? Oral responses
Writing
Test results – answers to questions
Performance tasks
Integrated Products (PBL, projects, technology)
For the most part, we talk about student work as a “product” but we encourage you, particularly through peer observations and videos, to think of “student work” as what also happens within the daily classroom.

18. WHEN TO EXAMINE WORK PLCs Grade-level/department meetings
Ongoing study groups (action research)
Vertical and horizontal group meetings
Selecting and implementing new curriculum or strategy
As part of larger professional development
Formally taking student work and examining can take place in many avenues. Use student work as your pivotal piece to truly discuss DATA.

19. WHAT DO WE LEARN? “Rich, complex work samples show us
how students are thinking,
the fullness of their factual knowledge,
the connections they are making.
Talking about them together in an accountable way helps us to learn how to adjust instruction to meet the needs of our students.”
Kate Nolan, Director of Re-Thinking Accountability for the Annenberg Institute of School Reform

20. HOW DOES EXAMINING STUDENT WORK HELP TEACHERS?
“The practice of having teachers work together to study student work is one of the most promising professional development strategies in recent years. Examining student work helps teachers intimately understand how state and local standards apply to their teaching practice and to student work.”
Joan Richardson, editor of the National Staff Development Council newsletter (Learning Forward)
TIMELY DATA

21. PROFESSIONAL DEVELOPMENT AND ACTION RESERACH
Collaborating about “Real Stuff”
RATIONALE
Build Teams
Differentiate PD
RESULTS
Focus on Data
Inquiry Model
School Improvement
PROFESSIONAL DEVELOPMENT AND ACTION RESERACH
RESOURCES
PD Strategies Improve Instruction
Cycle of Inquiry
TCDSS Action Research Guide

22. HOW DOES LFSW PROVIDE PD?
Teachers examine their own practice through the lens of student needs rather than the lens of good versus mediocre teaching.
We have certainly shifted our conversations from teaching to learning - this is a perfect example! LFSW informs our practice of teaching at the very heart of our purpose.

23. WHY COLLABORATE IN A PLC?
The most promising strategy for sustained, substantive school improvement is developing the ability for school personnel to function as professional learning communities.
DuFour and Eaker, 1998

24. HOW DOES LFSW BUILD TEAMS/PLCS?
Focuses on neutral, observable data
Challenges assumptions
Helps build common understanding of knowledge and skills students need
Leads to discussions of work quality
Supports a culture of improvement

26. SHARED RESPONSIBILITY
Multiple Viewpoints & Strategies
RATIONALE
Deeper Understanding
Shared Vision & Commitment
RESULTS
Effective Teams (PLCs)
Trusting, Collegial Culture
Shared Commitment to
High Performance
SHARED RESPONSIBILITY
RESOURCES
Stages of Teams/Trust
Success Analysis Protocol
Tools for Schools (Learning Forward)
Website: nsf.org

27. PERFORMING = COMMITMENT
Team committed to performing well
Focus on strategic process
Team runs well with little oversight

28. HOW DO TEAMS DEVELOP TRUST?
Using the protocols to look at student work propels teams to develop the necessary trust to be high functioning. They actual “behave themselves into believing” as they talk about the purpose and results of our teaching.

29. WHAT ELSE CAN TEACHERS EXPECT?
Team consensus of what constitutes proficient work
Formative assessment data
Specific information to inform their instruction
Strategies for re-teaching
Deeper understanding of the intent of the assessed standard / indicator
Probing questions to ask students to better understand where they were
School Improvement in mdk12.0rg
To further sum up what we are talking about. Becomes a consensus group. See Teacher and Principal quotes.

30. INCREASED STUDENT LEARNING
RATIONALE
Effective Teams (PLCs) Raise Expectations
Talking about Instruction
Helps Teachers to Improve
RESULTS
Focus on Learning
Attainment of Goals
Increased Achievement
INCREASED STUDENT LEARNING
Might not see immediate increases in scores – should begin to see student expectations for learning at higher levels.
RESOURCES
“PLCs: PD Strategies that Improve Instruction”
Formative Assessment Cycle
Website:

31. GETTING TO KNOW THE LEARNER
Student’s response is the end product of his/her thinking. Analyze to inform instruction.
Do students have any skills or knowledge to build on?
Do we need a total reteaching of a content?
Are students lacking skills and/or content knowledge?
Is the design of the assessment itself an issue?
Not seeing double…..not only is this related to implementation of a clear and viable curriculum but also how teams ensure learning for each student.

32. HOW DOES LFSW FOCUS ON RESULTS?
Determine the nature and extent of student understanding.
Clarify learning expectations.
Agree on criteria for proficiency.
Judge the quality of a task.
Determine the implications for instructional practice.

33. FORMATIVE ASSESSMENT CYCLE
EXAMINE STUDENT WORK
FORMATIVE ASSESSMENT CYCLE
ADMINISTER TASKS (STUDENT WORK)
INFORM TEACHER KNOWLEDGE
LFSW can happen throughout the process…..examine the work of students “formatively” to determine next steps. OR can examine student work to improve next performance rubrics.
INFORM INSTRUCTION

34. LET’S PRACTICE At your tables, work in groups of 4.1 2 3 4
At your tables, work in groups of 4.
Each person select one protocol to review.
Share purpose and general process.
Talk together about how your campus/district teams might use the protocols.
Introducing why we picked these 4 protocols. Last one is very difficult.
A few share out about each of the protocols.

35. Closure – challenge.
Teachers collaborating about student work analyze REAL data to promote increased student and staff learning.

36. EXAMINING STUDENT WORK: HIGH-IMPACT RESULTS
BEST PRACTICE
INCREASED STUDENT LEARNING
CURRICULUM ALIGNMENT
EXAMINING STUDENT WORK
SHARED RESPONSIBILITY
TIMELY AND MEANINGFUL DATA ANALYSIS
PROFESSIONAL DEVELOPMENT AND ACTION RESEARCH

37. CELEBRATE COLLABORATIVE SUCCESS!
This is what happens when your teams experience the exhilaration of space travel.

38. Leadership Tools to Guide Data Analysis: Examining Student Work
“LEADING LEADERSHIP”
Leadership Tools to Guide Data Analysis: Examining Student Work

39. NECESSARY LEADERSHIP Building the Culture Building Teacher Capacity
Building Effective Teams
Building Rockets – Overcoming Barriers

40. BUILDING THE CULTURE
What are the systemic pieces needed in a school to measure student progress over time? What needs to occur?

41. Decisions to Collect Data Building and Administering Assessments
Collect Data and Provide to Teachers
Analyze Data for Instructional Decisions
Data and Student Work Samples Discussed by Teams
Student Work Used to Collaboratively Determine Proficiency
Without these steps to build the culture of using data, LFSW will likely not become common practice. Administrators need to guide teachers in this process or else looking at data doesn’t do you any good.
Student Work Used to Decide Next Learning Steps

42. PURPOSE: Building Teacher Capacity
Enhanced collaboration and trust
Increased instructional tools
Shared leadership
Shared responsibility

43. MATCHING LEADERSHIP TO TEAM DEVELOPMENT
You’ll notice the stages of team development (Tuck’s model) paired with leadership behaviors. You might see a use for this graphic in conversations with your leadership teams. How are they building

44. OVERCOMING BARRIERS
“Anyone who goes up in this can will be a “spam in a can!”
Time
Fear of Failure
Dysfunctional Team – Lack of Trust
Lack of Structure/Processes
Lack of Instructional Resources