Essential 2: Look at Student Work and Data

 

Essential 2:

Look at Student Work and Data in
Relation to the Citywide Learning Standards

The second essential element for Whole School Improvement is to look at student work and data in relation to the Citywide Learning Standards in order to identify student's needs, to improve assignments and instruction, to assess student progress, and to inform professional development.

 

 

 

 

 

Key Activities in accomplishing this task:

  1. scale up training for staff in looking at student work.
  2. create blocks of teacher time for looking at student work and require that it be an ongoing activity.
  3. complete student-work audit
  4. At what level are our students?
    • Where do they need to go?
    • How do we get them there?
  5. plot New Standards and other authentic assessments
  6. use professional development tools and resources from the Institute of Learning.
  7. work with national networks and national consultants.
  8. develop at each school, competencies that meet or exceed the Citywide Learning Standards.

 

 

 

 
 

What should be seen in the school and classroom:

  1. exemplars of good work developed by teachers
  2. displays of student work that meets standards
  3. professional development for teachers based on what they need to help their students meet standards.
  4. a variety of assessments that align with instruction and standards and that provide usable data on individual students.
  5. administrators and teachers using assessment data to determine instructional needs across the school and in individual classrooms
  6. opportunities for the public to assess student work through portfolios, exhibitions, etc.
  7. teachers using technology to consult with colleagues on student work.

 

 

 

 

 

Agassiz Self Assessment Summary:

How are we succeeding in implementing Essential 2: Looking at Student Work?

 

We assess our progress in implementation of the Second Essential: Looking at Student Work, as:

Phase 2 - Implementation

on the Whole School Improvement continuum.

The following evidence was used to determine this marking:

  • There is a great deal of variety in the protocols being used in Looking at Student Work (LASW).
  • There is inconsistency in using the time allocated for Looking at Student Work.
  • Some grade levels are Looking at Student Work effectively, i.e. using the information to inform/improve instruction.
  • The time in reaching consensus in scoring students' work has decreased which indicates a deeper understanding and knowledge of the rubrics.
  • We did not have a coach to guide us through this process in the last two years.

 

Our goals for moving to the next phase

  • The school has made a commitment to hire a content coach for the upcoming school year.
  • The school's SSC and the ILT supported a faculty vote to dedicate the 18 hours of professional development to LASW.
  • There will be a 90 minute LASW monthly session scheduled every month.
  • The coach will provide LASW protocol training to all teachers via the Instructional Teams.
  • The IT's will report their findings through LASW to the ILT on a monthly basis. These findings could become the basis for professional development activities.
  • The LASW sessions will look at math & writing student work.
  • P&D sessions controlled by the administration will be used for LASW training and for LASW sessions on a weekly basis. IT's will maintain a record of their meetings.
  • Administrators assigned to the IT's will provide support/guidance to the LASW work of the teams.
  • Grade level after-school LASW sessions' schedules will be posted on the intranet.
  • The school will use data gathered from SFA, Reading Excellence assessments, formative math assessments as well as from all summative assessments to reflect on how they inform our instruction of students.

     

 

Essential 3