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Improve the scaffolding around the writing gaps that we saw in the work

Decide if the focus was the RIGHT one

Perhaps determine if some PD is necessary

Come up with a plan to address any ‘issues’, work the plan, re-evaluate (another LASW session)

Plan to meet regularly (or at least again)

Bring some more student work samples from the same class after adjusting scaffolding

Determine where the facilitator should go next with the students

Ask teachers to look at places in the rubric where we can/should focus for next time

Brainstorm/share strategies for improving rigor

Decisions about purposeful scaffolding to build students up to a point where they can produce a product that demonstrates rigorous content…  The product should be hard (impossible) to complete without the scaffolding, but relatively easy once the student works through the scaffolding

Provide time for teachers to observe in each other’s classroom

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Final Products from a project

Strongest example from each class

IAKTs

Essay

Solution to a PrBL

Visual presentation

Student reflection on the challenges posed by the project? (Growing from setbacks)

Write up of claim, evidence, and analysis for subjects (claim in Science, SS, Math, etc)

If the focus is writing then lab reports, essays, word problem answers, etc. Peer editing quality,

Video recordings of presentations

A sample scaffolding task provided for the students

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Purpose: What are some potential purposes for this school engaging in LASW?

Share ideas for how to tackle perceived issues

Identify gaps in facilitator expectations and student understanding/outcomes.

Cohesion of purpose throughout the school i.e. focusing on writing throughout all curricula.

Consistency in assessment and instruction

It allows a check point for the teachers to see the types of tasks that are being assigned to the students in the project.  They can look at whether the work is written at the recall comprehension level or if it actually requires the students to explain and evaluate and how well the students are with completing the task

Are projects meeting the 6As?

Determine student strengths / weaknesses

Determining if students are meeting standards at grade level expectations - Figuring out HOW students are thinking about the concept they should be learning - if/how there is room to raise expectations

Becoming grounded in rubrics-- what do they REALLY say/mean?

Students aren’t using their time wisely and their product/turn in shows evidence of this. All teachers see it but are unsure how to proceed/where to begin with evaluating work.

Are students being held to the same expectations across content and level?

Are teachers using the rubrics to assign scores in the outcome areas?

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Time

teachers don't see the value

unfamiliar with protocols and methods

buy in

"I don't know that content"

Lack of confidence

vulnerability

teacher's think they'll be critiqued

teachers disagree on proficiency

need time to calibrate

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What are some purposes for engaging in LASW

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What are some purposes for engaging in LASW

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Encourage writing across the curriculum

Surface useful strategies for scoring

Establish key criteria for scoring

Create some discomfort amongst staff around discrepancies in scoring

Are we all on the same page with standard of work and assessment practices; do T’s all understand the rubric (teacher homework!) To gain an understanding of growth in ss writing over a period of time (pre-assessment and post)

9-12 growth in student writing, nailing down concrete expectations and common definitions of WC rubric sections and which grade level is responsible for which

Make sure teachers can agree on expectations for students

Get a clear picture or definition or model of what performance looks like at each level

Do all teachers and students understand the vocabulary that is contained within the rubric

Find ways to communicate expectations with students

Like-mindedness in assessment expectations-- What makes quality work? Look-fors at each score point

To determine if they are providing an accurate assessment tool for the project or are all teachers assessing the project in the same manner

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http://www.nsrfharmony.org/system/files/protocols/atlas_lfsw_0.pdf

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Deeper Projects; Deeper Learning Task Sort

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https://docs.google.com/document/d/1g4TQjFd9zwdkC7Z2wTDUO1cgkmWj7c9UwcR3RvBtDhQ/edit

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https://docs.google.com/document/d/14JJSelPeWLt9LYj2V_sIlF8XgpYXQ2IYVjb0urHN0Hk/edit?hl=en_US

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https://docs.google.com/presentation/d/1m7UHY_aitEfvDMetOdm498TVWa9bz9xujfDsXJ0uFps/edit#slide=id.gf7c2529d6_0_188

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collaborative document: knows/need to knows, etc.

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collaborative document: knows/need to knows, etc.

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https://docs.google.com/document/d/1QRxf_JapItJ4D6cDvIbCcTPUCyaR9a6WoaD7GHtAZSc/edit#

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lhenry@newtechnetwork.org