1. Examining Student Work and Data Professional Learning Community Action Teams PUSD Instructional Services-PLC Action Team Training Fall 2008

2. Outcomes Participants will: Understand the essential components of examining student work Connect the process between examining student work to student achievement and interventions Engage in the practice of examining student work

4. Essential: Student Work & Data Examine student work and data to drive instruction and professional development School staff uses the STPT process to analyze...student work…: to plan instruction School teams(grade level/dept.) collaborate as part of the STPT process to analyze… student work, plan instruction… Student work reflects the implementation of district wide initiatives such as Thinking Maps, Systematic ELD, Write From The Beginning, and direct instruction.

5. Say, Mean, Matter... Get into groups of 5 to 6 people. Read your assigned quote. Create a tree map which identifies what the quote says, how your group interprets it and how it matters to your work. Be prepared to share.

6. What is Examining Student Work? A team of teachers working together in order to: Identify the “artifacts” that provide evidence of teaching and learning Use the selected work to determine what students know and still need to learn Use the work to inform instruction to take students to or beyond proficiency on any content standard indicator.

7. Examining Student Work Collaboratively Gives another objective measure of student progress Allows for reflection upon the extent to which the assignment demonstrates mastery Allows teachers to reflect upon and share best practices Informs instruction for re-teaching as well as lesson planning

8. The Process Prior to examining actual student work, the team must establish the following Agreement with a protocol Objective being assessed Alignment of the assignment to the objective/standard Considerations for differentiation The definition of a “Proficient” response Listen to a Team in Action Question, Text, Objective Assessed Agreeing on “Proficiency”

9. Examining the Work (audio clip) Questions to keep in mind 1. What are the behaviors of the presenting teacher? 2. What are the behaviors of the team? 3. What is significant about the “next instructional steps”? 4. Keeping in mind the “Cycle of Inquiry” (plan, do, check, act), what should be this team’s next action? Listen to a Team in Action

10. The Tuning Protocol Introduction/Norms Presentation of the Work Clarifying Questions Examination of Student Work Samples Pause to reflect on suitable comments and questions for “warm” and “cool” feedback Warm (deliberately supportive and appreciative) and Cool (deliberately questioning and identifies need or absence of…) comments to identify what students know and what they still need to learn Reflection by Presenting Teacher Debrief

11. Guided Practice Objective: Students will describe a character from A Christmas Carol using a Thinking Map. Assignment: Students were asked to create a Thinking Map describing Ebenezer Scrooge. Step 1—Work with your group to define “proficiency” for this objective Step 2—Examine the sample you’ve been given and come to agreement on: Did the work demonstrate proficiency? Why? Why not? What does the student know? What do they still need to learn? What will be the next instructional steps? (reflections)

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13. Watch Debrief Video Debriefing the Feedback 39:45-44:23 http://www.learner.org/vod/v od_window.html?pid=1287

14. Critical Questions PLC Action Team must address the following questions: When and how often do you expect the teams to collaboratively plan and examine student work? What do you want the product (s) to look like? How can teachers demonstrate that they’ve used the information to make the kinds of instructional decisions that would result in improved student achievement? How will you assess the effectiveness of the process you are using for examining student work?

15. Site Level Reality Check Reality at ______ School What is done well? What still needs improvement?

16. “One clear message is the value of a nimble balance between ‘systematicity’ and flexibility. System is essential to make these complex conversations focused and generative…[but]…Protocols do not mean catechisms…educators roll up [their] sleeves and assemble their own protocols to serve particular agendas.” --David N. Perkins, Professor, Harvard Graduate School of Education, Looking Together at Student Work

17. The Principal’s Role Find and structure time Set expectations Model engagement in the process Monitor process and end products Recognize teams’ efforts

18. Links Here are the links that pertain to our presentation: Listen to a Team in Action --hyperlinkListen to a Team in Action 1.Question, Text, Objective Assessed with teachers 2.Same Teachers Agreeing on “Proficiency” Response 3.Diagnosing students strengths and needs using an unnamed protocol, but documenting the process to inform “Next Instructional Steps”. Debriefing the Feedback --hyperlinkDebriefing the Feedback 39:45-44:23 Teachers may view one part of the Tuning Process (Debriefing) or view it in its entirety from the beginning.