Examining Student Work

1. Examining Student Work EQuIP Student Work Protocols for Mathematics and English Language Arts/Literacy

2. Objectives for the Protocol • To confirm that a lesson’s or unit’s assignment is aligned with the letter and the spirit of the targeted Common Core State Standards “the letter and the spirit”

3. Objectives for the Protocol • To determine how students performed on an assignment as evidence of how well designed the lesson/unit is 3. To provide criterion-based suggestions for improving the assignment and related instructional materials

4. Why Protocols? • Student work provides “important data” • Collaboratively looking at student work is an excellent opportunity for professional learning • Examining student work provides guidance for modifying curriculum, instruction, and classroom assessments

5. The Power of Protocols* • Collaborative working environment • Connects teaching and learning • Promotes meaningful conversations around curriculum, instruction, and student learning *Aspen Institute

6. EQuIP Protocols The protocols may be found at this website: http://www.achieve.org/EQuIP

7. Let’s Take a Look Five-step protocol –for both ELA and mathematics, but we will model with ELA. Read general description at the bottom of page 1 and the top of page 2.

8. Turn and Talk What concerns and/or issues do you think educators may have with collaboratively looking at student work?

9. Look at the 5-step procedure With the person sitting next to you, briefly describe each of the five steps

10. Let’s Try a Model

11. The Unit Second Grade Writing Personal Narrative • Analyzed the components in the standard • Pre-Assessment, using scoring guide • Mini Lessons on each component Characters, Setting, Problem, Solution, Events/Situations, Sequence of Events, Temporal Words, Opening Sentence (Hooks), Character Traits, and Details of Actions, Thoughts, and Feelings • Post-Assessment, using same scoring guide

12. Maryland Common Core Curriculum Frameworks for Narrative Writing Component identification

13. Let’s Look at a Sample Lesson • Step One • Mini-lesson on Sequence of Events: • Students listened to several stories that that included sequence of events: • A Chair for My Mother by Vera B. Williams • The Relatives Came by Cynthia Rylant • Paperboy by DavPilkey

14. Scoring Guide • There was a scoring guide that identified three levels – evident, emerging, missing or weak

15. Directions • Step Two: • Listen to the story • Students were asked to retell the story • Turn and talk about what made up the beginning, middle, and end • Discussed what is the beginning, middle, and end? • Teacher shows beginning, middle, and end in the book • Teacher refers to anchor chart in the classroom

16. Anchor Chart

17. Alignment to Standards • Step Three • Compare the alignment of the content and performances of the assignment to the targeted standards for the assignment or lesson/unit • Do the directions, prompts(s), and/or scoring guide for the assignment give students the opportunity to demonstrate all or part of the targeted standards for the assignment and lesson/unit? • How well aligned are the content and performances(s) of the assignment with the targeted standards in the assignment and the lesson/unit • In a group, complete STEP 3 chart in the protocol

18. Students’ Work • Step Four – Diagnose Student Work – Sequence of Events • What does the collection of student work communicate about the kind and level of skills and knowledge students have learned and still need to learn? • What are the most frequent and fundamental successes students appear to be having with the assignment? • What are the most frequent and fundamental problems students appear to having with the assigment?

19. Suggestions • Step Five • Provide suggestions for improving the assignment and related lesson/unit. See page 6 of protocol for guiding questions