Evaluating Student Work

1. Evaluating Student Work West Central Wisconsin New Teacher Initiative Consortium Wednesday, February 8, 2012 4:30 – 8:30 Toni Velure Abby Jensen

2. Thank You Thank you for taking the time to become a better mentor. We know how hard it is to get away from the classroom, and we appreciate that you have made the decision to join us.

3. Agenda Icebreaker Introduction Housekeeping Group Norms Why Evaluate Student Work? Dinner Process of Evaluating Student Work Exit Slip

4. Note Card Activity Please take a note card, and write down five things you like to do outside of school.

5. Next Write down the names of people that have inspired you to engage in these activities.

6. Flip your note card over please. Quickly list a few qualities this person had/has.

7. Informal Mentors Talk to a person sitting next to you about the importance of one person that has helped you become better at one of the things you enjoy doing outside of school.

8. Abby and I both love to rubber stamp. The Stampin’ Up! motto is… “To love what we do and share what we love, as we help others enjoy creativity and worthwhile accomplishments…in this we make a difference.” • Stampin’ Up! Statement of the Heart

9. Welcome We love helping new teachers get started in their craft. We believe that teaching is a craft and it takes time to become better. It is very clear that you love what you do, or you wouldn’t be here today. Now get ready to learn another way to share what you love with others.

10. Toni Velure I have been involved with mentoring new teacher’s in Wisconsin since 1999. I have been teaching for 30 years. I am a 8th grade science teacher at Meyer Middle School, in River Falls, WI. I am married, have three grown sons, and I am a grandma. I love to teach. I believe in supporting new teachers. I look forward to learning with you.

11. Abby Jensen Osceola School District Trained Mentor for 6 years 9th year of teaching Has taught 3rd and 5th grade Has a dog named Lucy Enjoys reading, gardening, walking, and being with family and friends

12. Housekeeping Bathrooms Credits Snacks/dinner Place cell phones on silent mode please

13. Establishing Norms • Why should you set norms with your initial educator? • Our Group’s Norms: • Equity of Voice • Respect for Others’ Perspectives • Active Listening • Confidentiality • Respect of Time • Others?

14. Sun and Moon Partners Find someone to be your “Moon” partner-write his/hername on the moon side of your bookmark. Find another person to be your “Sun” partner-write his/her name on the sun side of your bookmark. We will use these in future activities.

15. Why Evaluate Student Work?

16. Table Discussion Fill out the pink sheet on your own Discuss at your table Sticky-note discussion

17. Why Evaluate Student Work? Puts students at the center for learning.

18. Why Evaluate Student Work? Curriculum Alignment

19. Why Evaluate Student Work? Informs Instruction

20. Why Evaluate Student Work? Provides a Focus on Learning

21. Why Evaluate Student Work? Identifies Patterns of Students

22. Why Evaluate Student Work? Alignment with Standards

23. Why Evaluate Student Work? Accountability Observation Public teaching

24. Why Evaluate Student Work? • Encourages Reflection Ask ourselves: Why we teach the way we teach?

25. Why Evaluate Student Work? Empowers Teachers

26. Why Evaluate Student Work? These are the reasons why we need to evaluate and analyze student work. Today will look at a process since we can clearly see a need to evaluate student work.

27. Why Evaluate Student Work? Can you think of any other reasons? Anything you would like to add to this?

28. Why Evaluate Student Work? How about collaboration?

29. Moon Partner Grab your sorting packet and move to a location with your moon partner.

30. Preparing to Evaluate Student Work State Standards District Learning Outcomes Grade Level Expectations Teacher Learning Outcomes Formative How are you assessing the assessment?

31. How do we Evaluate Student Work? • Quick Sort • Should take a Couple Minutes • 3 Piles • Above Grade Level • At Grade Level • Below Grade Level • Record on Sorting Sheet

32. Sorting Sheet

33. Rubric

34. Quick Sort – 15 Minutes • Quick Sort • Should take a Couple Minutes • 3 Piles • Above Grade Level • At Grade Level • Below Grade Level • Record on Sorting Sheet

35. Evaluating the Quick SortAt Grade Level • Understanding of Common Core Standards • Grades 6-12 Disciplinary Literacy Standards • Look for Patterns • Other Things to Note • Pointing out grade level expectations • Creating a checklist of what kids are able to do • Use as a teaching tool for students • Use to develop future rubrics

36. Evaluating The Quick Sort • Below Expectations • Another Quick Sort • Just Below Grade Level Expectations • A Year or More Below Grade Level • For Both Piles • Strategies • Look for Patterns • Research Based Interventions • Identify Learning Needs for each Pile • Differentiation Plan for Each • Introducing RTI Document for Your District

37. RTI Document

38. Evaluating the Quick Sort • Above Grade Level Pile • Look for Patterns • Setting Writing Goals • Differentiation Learning Plan for Each

39. Homework Assignment Collect an assignment to sort on the 29th Bring in a whole class (or hour) Bring Rubric Bring student handouts introducing the assignment Bring district’s expectations/standards or state standard that is met by this assignment

40. Course Evaluation Please fill out the evaluation See you on February 29th