1. Examining Student Work

2. New Data = New Opportunity Digging In Re-Calibrating We know what works. We’ll keep doing that. How does what we know now impact our designing of instruction?

3. Why do we examine student work? To determine Progress Strengths Needs and misconceptions To make decisions about Grouping Re-teaching and intervention Acceleration

4. Identify learning outcomes Examine multiple points of data Establish consensus Design high quality learning experiences Re-evaluate/re-design StudyLook Think/ Design Act/ Instruct Look Again

6. Is it ever too late to learn? Focus on Possibilities and focus on high quality instruction Rather than A fixed mindset Fisher, Frey and Pumpian (2012) A growth mindset Achievement and competence Problems and remediation Compliance

7. Why do we examine student work? …..and to assign grades

8. Is this for a grade?

9. Grading Philosophy We believe that the purpose of grades is to __.

10. Calibration

11. Grading Policy Numbers of grades Late work Re-do opportunities Completion grades Extra credit Homework

12. WHAT IS THE MOST IMPORTANT THING THAT GRADES COMMUNICATE?

13. A Perfect World State Assessment Scores Classroom Grades

14. The Not-So Perfect World Classroom Grades State Assessment Scores X X X X X X X X X X X X X X X X X X X X

15. How do the following things correlate to mastery of the standards?

16. HOW DO WE MAKE SENSE OF CLASS GRADES IN COMBINATION WITH STATE ASSESSMENT RESULTS? WHAT DO CLASS GRADES COMMUNICATE? HOW ARE WE PREPARING STUDENTS FOR SUCCESS?

17. Resources

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