LOTOL

Leaders

Own

OF THEIR

Learning

Transforming Schools Through

student-engaged assessment

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Learning targets

What do I want students to learn in this lesson?What do I want students to do in this lesson?

Crafting High Quality Learning Targets

Write learning targets that are focusued on the LEARNING, not the DOING.

When crafting learning targets, be sure to use precise and helpful verbs.

Info

Crafting High Quality Learning Targets Checklist

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

Learning targets

Crafting High Quality Learning Targets

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

Learning targets

Using Learning Targets Throughout the lesson

What should students do

Using learning targets throughout a lesson checklist

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

Return to table of contents

Learning targets

Using Learning Targets Throughout the lesson

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

checking for understanding

Building a culture of trust & collaboration

Using Growth-Mindset Language

Using Protocols to Observe Student Discussions

• Mistakes grow your brain.
• It is really important to make mistakes.
• The best way to improve is to learn from mistakes.
• It's great to challenge yourself.
• Easy is a waste of time.
• I love to learn from mistakes.
• Working hard grows your brain.
• You're pushing yourself, which is excellent, but you've made a mistake. Try again.
• You've made an interesting mistake. What can you learn from it?

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

checking for understanding

Video Reflection Questions

Quick Check Techniques

1. How would you describe the range of techniques that Peter Hill uses to check for understanding in the video?
2. What role do the differentiated note-catchers play in individual students' ability to check their understanding as they read?
3. In the video, Peter Hill reads a portion of the text, pauses for students to text-code, and then asks them to talk to a partner about their reflections on the reading so far. Is this an effective strategy for helping him and his students assess their progress of understanding the challenging scientific concepts they are reading about/. Why or why not?

Quick Check Techniques

Info

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

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checking for understanding

Questioning Strategies

Video Reflection Questions

1. How did teacher Mona Iehl's questioning strategy encourage grappling among her students?
2. What impact did her focus on being "neutral" have on students?
3. In this video, you see the students engaging in volleyball style discourse during the debrief portion of the lesson. What impact fo you think this had on their learning?

Question Stems

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

using data with students

creating a data informed culture

What counts as data?

• Homework assignments
• Daily "Do Now" entrance tickets
• Lab notebook entries
• Reading responses
• Projects
• Gist statements from close reading lessons
• Observation notes
• Writing folders
• Students' notes and note-catchers
• Exit tickets
• Math test corrections
• Class discussion participation
• ____________________________
• ____________________________
• ____________________________
• ____________________________

Video Reflection Questions

1. What are the sources of data that the teachers use to discuss students' academic and behavioral needs?
2. What is the role of the norms in the team meeting?
3. How important are the index cards? What would be different if the team didn't use index cards but instead generated names based on the students who were already top of mind?

Sample Lesson Plan

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

using data with students

Teaching Students to use data to evaluate progress

Primary Grades Data Trackers

Elementary Grades Data Trackers

Secondary Grades Data Trackers

Video Reflection Questions

1. What are the biggest organizational barriers to your students being independent with their papers and data?
2. What systems could you put in place in your classroom to improve your students' ability to be more independent and engage more meaningfully with their data?

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

Return to table of contents

using data with students

supporting Students to set meaningful and effective goals

S.M.A.R.T.

Literacy Goal Setting Worksheet

Argument Writing Goal Setting Worksheet

Video Reflection Questions

Math Goal Setting Worksheet

1. What's the data in this video? How is used to set goals?
2. What strategies does the teacher use to make the data accessible for these young students to analyze?

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

Models, Critique, Feedback

Models worthy of revision

Not all work needs to be revised!

Sort student work you typically assign into these categories:

Questions to

1. Work that can be explanatory and messy, where the ideas may be high quality and the skills are importnat to practice but the physical work does not need to look polished or perhaps even be completed---this is PRACTICE work.
2. Work that should be neat and organized, and will be turned in but need not be revised and improved thorugh multiple drafts.
3. Work that should be "museum quality"--polished through multiple drafts with support--for an audience beyond the classroom.

Student Checklist

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

Models, Critique, Feedback

using models that demonstrate multiple perspectives

Video Reflection Questions

1. How does the teacher support students to ask qustions about their peers' model math solutions?
2. How does the debrief help students clarify their understanding of what makes a good math solution?

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

Models, Critique, Feedback

Be Kind

Be Specific

Be Helpful

Critique

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

Return to table of contents

Models, Critique, Feedback

Feedback

Video Reflection Questions

1. How do these teachers keep the conferences with their 80 students focused and short?
2. What benefit does the status flag have for both the teachers and the students?
3. What makes the peer conference so successful?

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

student-led conferences

building a school-wide system

Sample logistics checklist

Barriers & bridges to family engagement

Video Reflection Questions

1. What are some of the things teachers have done to prepare students and make the logistics of rotation manageable and effective?
2. How have teachers and leaders make the conferences accessible to families who are not native speakers of English?
3. What lessons can you take away from this video to help your school implement student-led conferences?

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

student-led conferences

middle school

preparing students

Kindergarten

high school

Video Reflection Questions

1. Would you agree that the students are describing what they are learning vs what they are doing in school? Why or why not?
2. How do the conferences develop students' sense of ownership and responsibility for their work?
3. How would you describe the impact of the student-led conferences on the parents in attendance?

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

student-led conferences

roles

Family

Student

Teacher

• The teacher guides students through the conference preparation process, but during the conference, he may not even sit at the table (espcially if several conferences are occurring simultaneously).
• The teacher is available during the conference to support students who are struggling and, especially with younger students, to answer questions parents may have after the conference.
• The teacher ensures that all students complete their portfolios and lead a conference. If a family is unavailable, the teacher may enlist a colleage or administrator to stand in for the family.
• The teacher debriefs student-led conferences with students, so that everyone can learn from mistakes and improve on the next conference.

• Family members arrive on time and wait to be invited to the conference table.
• Family members allow students to lead the conference and save qudestions until they are invited.
• Family members share any lingering concerns with the Crew leader or advisor, or the teacher who is monitoring the conference.
• Family members may be invited to give feedback to help their student set goals based on the evidence in the portfolio. When identifying strategies to reach the goals, the family members should consider ways to improve home routines that can help their student reach academic and character goals.

• The student invites her family to the conference and communicates the importance of 100% participation.
• The student welcomes his family to the conference and ensures that everyone understands the agenda and their role.
• The student leads the conference. She initiates each part of the conference and lets participants know when it is appropriate to ask questions or offer feedback.
• The student makes sure families understand the relationship between learning targets adn the evidence in the portfolio. He supports each claim about his learning with evidence.
• The student conclused the conference by inviting questions. She asks family member to give feedback on the conference survey. the student writes a formal thank-you note to his family after the conference.

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

Return to table of contents

student-led conferences

preparing families

Differentiated conference formats

Sample Letter to Families

sample parent survey

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

celebrations of learning

Leveraging the Power of the community

Announce or promote the event to groups in the community (e.g., school board, district office) Provide dinner or snacks for teachers and students before the event Provide snacks and beverages during the event Set up and staff fund-raising booths during the event Help with parking and traffic flow Train and rehearse with student hosts Help prepare documentation panels or displays of student work Set up and take down chairs, performance equipment, or technology before and after the event Host community members or VIPs in the audience; ensure they receive a special welcome and introduce them to student presenteres, teachers, and school leaders Promote the event on social media

Choreographing the details

Leveraging the Power of Students

Create and address invitations Create the program for the evening Prepare documentation panels (or help a teacher do so) Clean up and organize classrooms, the school, and the school grounds in advance of the event Act as greeters, tour guides, or runners; or work the setup, refreshments, and cleanup teams Write an excitement-building article about the celebration of learning for the school newsletter, newspaper, website, and/or social media accounts Make signs needed for the event

Sample Planner

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

celebrations of learning

Is Student Work Ready for Public Display?

supporting students in creating high-quality work

It demonstrates complex, rigorous thinking. If applicable, it articulates and analyzes multiple perspectives. It shows remarkable accuracy and detail. It demonstrates specific techniques that students have practiced and polished. It shows a unique approach to the question we are trying to answer. It uses professional vocabulary and format. It invites wonder and analysis. It reveals an original and engaging perspective on a local problem or solution. It is beautiful in conception and execution.

Video Reflection Questions

1. How do students' individual passions and a sense of purpose reveal themselves in these illustrations and stories?
2. How does the teacher's choice of different products each year, all on the topics of snakes, enable her to build on her teaching resources and lesson plans and also keep her celebration of learning fresh and exciting for herself and her students?

Note: If you are intersted in viewing the full six-part series about this project, you can do so here.

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

celebrations of learning

displaying student work with purpose & power

Video Reflection Questions

1. How do the presentation boards allow students to express their individual personalities and lend consistency and structure to their presentations?
2. Are you surprised at the poise these young students demonstrate? What strategies can you borrow from this classroom for preparing your own students to present with poise?

Examples of Student Roles for Presentations

Sample Performance Rubric

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celebrations of learning

Family & Community participation

Video Reflection Questions

1. What steps did teachers and students take to honor community members who were part of each project?
2. What structures were in place to provide opportunities for all visitors to interact with students? What impact did this have?
3. What is the impact of an authentic audience like this on a celebration of learning? What inspiration does it give you when thinking of your own celebrations?

Passage presentations with portfolios

how are they different from student-led conferences

Video Reflection Questions

1. What would you infer about Finn's preparation? What enabled him to present with zest and confidence despite his fear of public speaking?
2. If you teach younger students, how would you help them select and gather evidence about their "greater moments"?

Video Reflection Questions

1. How do these students use evidence to support claims about their learning and growth?
2. How do panelists' questions, encouragement, and feedback set students up for reflection and goal setting?
3. When you think about preparing your own students to do passage presentations, what are your hopes and anxieties about implementing the practice?

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

Passage presentations with portfolios

how are they different from student-led conferences

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

Return to table of contents

Passage presentations with portfolios

components of the portfolio

Expectations of students

Learning story outline

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

Return to table of contents

standards-based grading

sample habits of work

Sample High Schoolreport Card

Sample Kindergarten Report Card

FAQs

Standards-Based Grading

Celebrations ofLearning

Student-LedConferences

Portfolios

Models, Critique,Feedback

Using Data with Students

Check for Understanding

LearningTargets

Learning vs Doing Learning Targets