WEST CENTRAL WISCONSIN NEW TEACHER INITIATIVE

CONSORTIUM

WEDNESDAY, FEBRUARY 8 , 20124 :30 – 8 :30

TONI VELUREABBY JENSEN

Evaluating Student Work

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.

Agenda

IcebreakerIntroductionHousekeepingGroup NormsWhy Evaluate Student Work?DinnerProcess of Evaluating Student WorkExit Slip

Note Card Activity

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

Next

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

Flip your note card over please.

Quickly list a few qualities this person had/has.

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.

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

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.

Welcome

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.

Abby Jensen

Osceola School DistrictTrained Mentor for 6 years9th year of teachingHas taught 3rd and 5th gradeHas a dog named LucyEnjoys reading, gardening, walking, and

being with family and friends

Housekeeping

BathroomsCreditsSnacks/dinnerPlace cell phones on silent mode please

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?

Sun and Moon Partners

Find someone to be your “Moon” partner-write his/her name 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.

Why Evaluate Student Work?

Table Discussion

Fill out the pink sheet on your own

Discuss at your tableSticky-note discussion

Why Evaluate Student Work?

Puts students at the center for learning.

Why Evaluate Student Work?

Curriculum Alignment

Why Evaluate Student Work?

Informs Instruction

Why Evaluate Student Work?

Provides a Focus on Learning

Why Evaluate Student Work?

Identifies Patterns of Students

Why Evaluate Student Work?

Alignment with Standards

Why Evaluate Student Work?

AccountabilityObservationPublic teaching

Why Evaluate Student Work?

Encourages ReflectionAsk ourselves:

Why we teach the way we teach?

Why Evaluate Student Work?

Empowers Teachers

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.

Why Evaluate Student Work?

Can you think of any other reasons?

Anything you would like to add to this?

Why Evaluate Student Work?

How about collaboration?

Moon Partner

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

Preparing to Evaluate Student Work

State StandardsDistrict Learning OutcomesGrade Level ExpectationsTeacher Learning OutcomesFormativeHow are you assessing the

assessment?

How do we Evaluate Student Work?

Quick SortShould take a Couple Minutes3 Piles

Above Grade LevelAt Grade LevelBelow Grade Level

Record on Sorting Sheet

Sorting Sheet

Student Work Samples

Above Standard At Standard Below StandardEvidence (optional)

Student A

Student B

Student C

Student D

Student E

Student F

Student G

Student H

Student I

Sorting Worksheet

Standard/Assignement

RubricScore: ___________

Trait 3 More than Meets Expectations 2 Meets Expectations 1 Partially meets Expectations

Ideas: The heart of the message and the details that support or describe it.

Gives a clear, detailed picture of a person, place, or thing; opening paragraph gets reader's attention and tells the topic; middle paragraphs provide details about the different parts of the subject; closing paragraph tells what the writer thinks about the topic

Gives a detailed picture of a person, place, or thing; opening paragraph gets reader's attention and tells the topic; middle paragraphs provide details about different parts of the subject; closing paragraph tells what the writer thinks about the topic.

Attempts to give a picture of a person, place, or think; a part of the essay does not play the role needed to paint a detailed picture

Organization: The way ideas are put in order to help the reader understand the message

Includes a strong beginning, middle, and end; uses clear transitions to move through the piece.

Includes a beginning, middle, and end; uses transition to move through the piece

Omits beginning, middle, or end; does not include clear transitions

Word Choice: The precise and descriptive words that make readers see, feel, and understand the message

Uses a variety of the words to make the writing interesting; words are accurate and specific; includes ample sensory details and figurative language

Uses somewhat varied word choice; words are accurate and mostly specific; includes sensory details and figurative language

Uses very basic word choice but generally uses words appropriately; includes few sensory details and little figurative language

Voice: The sense that a real person is speaking and cares about the message.

Shows a strong voice; is engaging to the audience

Shows a good sense of voice and an awareness of audience

Shows some sense of voice; shows a limited awareness of audience

Sentence Fluency: The way sentences sound when read aloud.

Uses variety in sentence structure; language flows smoothly

Uses some variety in sentence structure; in general language flows smoothly

Uses limited variety in sentence structure; includes some faulty sentences

Conventions: Correct spelling, grammar, capitalization, and punctuation that allow the reader to focus on the message.

Includes no errors or very few, and these do not affect meaning

Includes some errors, but these do not affect meaning

Includes some errors that are detrimental to meaning

Presentation: The way writers visually and verbally share their writing to the audience.

Shows thoughtful attentions to presentation of text to the reader.

Pays attention to presentation of text to the reader

Shows limited attention to presentation of text to the reader.

Descriptive Essay Scoring Rubric

Name: _______________________________________

Quick Sort – 15 Minutes

Quick SortShould take a Couple Minutes3 Piles

Above Grade LevelAt Grade LevelBelow Grade Level

Record on Sorting Sheet

Evaluating the Quick SortAt Grade Level

Understanding of Common Core StandardsGrades 6-12 Disciplinary Literacy

StandardsLook for PatternsOther 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

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

RTI Document

Date Student Name Concept/ Objective

Strategies Effects/Results

9/30Gage Megan Brooke Bobby

Starter Multiplication Problems

Work at back table, slowing down, reworking problems

Student understanding

10/3Megan Bobby Gage

Starter Multiplication Problems Multiplication Strategies

Work at back table, slowing down, reworking problems

Student understanding

Jan 3Clarese Self Esteem • Sent

communication home to gain suggestions

• Referred to counseling and/or additional testing at conference time

Discovering the root of the problem

Evaluating the Quick Sort

Above Grade Level PileLook for PatternsSetting Writing GoalsDifferentiation Learning Plan for Each

Homework Assignment

Collect an assignment to sort on the 29th

Bring in a whole class (or hour) Bring Rubric Bring student handouts introducing the

assignmentBring district’s expectations/standards

or state standard that is met by this assignment

Course Evaluation

Please fill out the evaluation

See you on February 29th