Looking at Student Work Protocol

The Focal Question(s):

Analysis 1: What do these samples tell us about the strengths and needs of our
students reading abilities?

Analysis 2: What do these samples tell us about the strengths and needs of our
students math abilities?

The Samples:

Use the same assessment across a grade level.

Sample should be scored by students individual teachers.

Names and scores should be covered.

Sample should include 4 scored Reading Pre-Assessments that you

believe are representative of a range of quality in the class (ie. below
grade level, approaching grade level, on grade level and above grade
level).

The Descriptive Review Set-up

Everyone brings samples of student work.
Everyone speaks each round. Rounds go clockwise.
Everyone speaks in turn and describes ONE thing, and only ONE thing.
Facilitation is intrusive, keeping each round of descriptions at a particular level,
while keeping things moving quickly. There is no discussion at this time.
Facilitation includes a short recap of one or more rounds, if appropriate.
Facilitator may ask participants to pause and reflect between some rounds (e.g.:
a quick write).
The Descriptive Review Process: Times are adjustable depending on time available.
1. Introduction: The process is explained and the Framing Question is introduced
and briefly discussed. (5 minutes)
2. Observations: Participants examine the samples, looking for evidence. They
make notes and list the page number and example for reference during the
discussion. (15+ minutes)
3. The Rounds: Facilitator takes close notes of participant responses. (15-20
minutes). Repeat as many rounds as are needed for what and now what,
generally 2-4 each.
a. What:
i. I see/notice
ii. All comments should be something that can be specifically pointed
to in a piece or several pieces of work, without attributing meaning.
iii. Consider:
1. Literal physical, structure, spelling, grammar, etc.
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Looking at Student Work Protocol

2. Answers- completeness, accuracy, details, etc.
b. Now what?
i. Common Values (What positive evidence is showing up again and
again?)
ii. Whats Missing?
iii. Discuss patterns, contradictions and themes.
iv. Share questions raised by these patterns, contradictions and
themes.
4. Open Discussion: (15 minutes)
a. Grade level lead records responses to parts b-d on recording sheet.
b. What does this suggest for our focus for the next unit broadly?
c. What needs do our students have based on these samples?
d. Create a profile for four of the work samples (below grade level,

approaching grade level, on grade level and above grade level). For
each sample, what does this child know? What does this child need to
know?
5. Lesson Planning: Take out a reading (or math) lesson that you will teach on
Thursday or Friday of this week.
a. How does what these students need impact the design of this lesson?
b. What can you do instructionally and structurally to make this lesson
accessible?
c. What are some necessary accommodations you are going to have to
make?