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Leaders

Own

Learning

OF THEIR

Transforming Schools Through

student-engaged assessment

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LearningTargets

Learning targets

Crafting High Quality Learning Targets

Using Data with Students

Models, Critique,Feedback

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

Celebrations ofLearning

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

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

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

Info

Crafting High Quality Learning Targets Checklist

LearningTargets

Learning targets

Using Data with Students

Crafting High Quality Learning Targets

Models, Critique,Feedback

Celebrations ofLearning

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

Learning targets

Using Learning Targets Throughout the lesson

What should students do

Using learning targets throughout a lesson checklist

LearningTargets

Using Data with Students

Models, Critique,Feedback

Celebrations ofLearning

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

Learning targets

Using Learning Targets Throughout the lesson

LearningTargets

Using Data with Students

Models, Critique,Feedback

Celebrations ofLearning

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

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checking for understanding

Building a culture of trust & collaboration

Using Growth-Mindset Language

• 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?

Using Protocols to Observe Student Discussions

LearningTargets

Using Data with Students

Models, Critique,Feedback

Celebrations ofLearning

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

checking for understanding

Video Reflection Questions

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

LearningTargets

Using Data with Students

Models, Critique,Feedback

Celebrations ofLearning

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

Info

Quick Check Techniques

checking for understanding

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?

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Questioning Strategies

LearningTargets

Using Data with Students

Models, Critique,Feedback

Celebrations ofLearning

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

Question Stems

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?

LearningTargets

Using Data with Students

Sample Lesson Plan

Models, Critique,Feedback

Celebrations ofLearning

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

using data with students

Teaching Students to use data to evaluate progress

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?

Primary Grades Data Trackers

Elementary Grades Data Trackers

LearningTargets

Using Data with Students

Models, Critique,Feedback

Secondary Grades Data Trackers

Celebrations ofLearning

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

using data with students

supporting Students to set meaningful and effective goals

Video Reflection Questions

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?

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Literacy Goal Setting Worksheet

Argument Writing Goal Setting Worksheet

Math Goal Setting Worksheet

S.M.A.R.T.

LearningTargets

Using Data with Students

Models, Critique,Feedback

Celebrations ofLearning

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

Models, Critique, Feedback

Models worthy of revision

Not all work needs to be revised!

Sort student work you typically assign into these categories:

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.

Questions to

Student Checklist

LearningTargets

Using Data with Students

Models, Critique,Feedback

Celebrations ofLearning

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

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?

LearningTargets

Using Data with Students

Models, Critique,Feedback

Celebrations ofLearning

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

Models, Critique, Feedback

Critique

Be Kind

Be Specific

LearningTargets

Using Data with Students

Be Helpful

Models, Critique,Feedback

Celebrations ofLearning

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

Models, Critique, Feedback

Feedback

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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?

LearningTargets

Using Data with Students

Models, Critique,Feedback

Celebrations ofLearning

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

student-led conferences

building a school-wide system

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?

Sample logistics checklist

LearningTargets

Using Data with Students

Barriers & bridges to family engagement

Models, Critique,Feedback

Celebrations ofLearning

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

student-led conferences

preparing students

Kindergarten

middle school

LearningTargets

high school

Using Data with Students

Models, Critique,Feedback

Celebrations ofLearning

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?

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

student-led conferences

roles

Student

Teacher

Family

• 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.

• 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.

LearningTargets

Using Data with Students

Models, Critique,Feedback

Celebrations ofLearning

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

student-led conferences

preparing families

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Sample Letter to Families

Differentiated conference formats

sample parent survey

LearningTargets

Using Data with Students

Models, Critique,Feedback

Celebrations ofLearning

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

celebrations of learning

Choreographing the details

Leveraging the Power of Students

Leveraging the Power of the community

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

LearningTargets

Using Data with Students

Models, Critique,Feedback

Celebrations ofLearning

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

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 eventProvide snacks and beverages during the eventSet up and staff fund-raising booths during the eventHelp with parking and traffic flowTrain and rehearse with student hostsHelp prepare documentation panels or displays of student workSet up and take down chairs, performance equipment, or technology before and after the eventHost community members or VIPs in the audience; ensure they receive a special welcome and introduce them to student presenteres, teachers, and school leadersPromote the event on social media

Sample Planner

celebrations of learning

supporting students in creating high-quality work

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.

Is Student Work Ready for Public Display?

LearningTargets

Using Data with Students

Models, Critique,Feedback

Celebrations ofLearning

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.

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

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

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?

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Passage presentations with portfolios

how are they different from student-led conferences

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?

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"?

LearningTargets

Using Data with Students

Models, Critique,Feedback

Celebrations ofLearning

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

Passage presentations with portfolios

how are they different from student-led conferences

LearningTargets

Using Data with Students

Models, Critique,Feedback

Celebrations ofLearning

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

Passage presentations with portfolios

components of the portfolio

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Expectations of students

Learning story outline

LearningTargets

Using Data with Students

Models, Critique,Feedback

Celebrations ofLearning

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

standards-based grading

Return to table of contents

sample habits of work

FAQs

Sample Kindergarten Report Card

Sample High Schoolreport Card

LearningTargets

Using Data with Students

Models, Critique,Feedback

Celebrations ofLearning

Portfolios

Standards-Based Grading

Student-LedConferences

Check for Understanding

Learning vs DoingLearning Targets