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Agenda for a Standards-based Discussion of Student Work

1. Introduction

Facilitator briefly introduces protocol goals, guidelines, and schedule

2. Presentation

The presenter shares information about the assignment and the context, including:

  • Assignment or prompt that generated the student work
  • Where the assignment fits into the larger curriculum.
  • Information about the students and/or the class — what the students tend to be like, where they are in school, where they are in the year.
  • Participants are silent; no questions are entertained at this time.

3. Analyzing the Assignment

Participants read through the assignment materials to identify the knowledge and skills it requires of students. They also consider what difficulties students may encounter completing the assignment.

4. Applying Standards

  • Participants examine state and/or local learning standards and identify those standards addressed by the assignment. Participants should consider how the assignment supports students in meeting the specific standards.
  • Participants examine the assessment materials or rubric the presenting teachers used to assess the student work, comparing it to the learning standards.

5. Examination of Student Work Samples

  • Participants look closely at the student work samples, using both the learning standards and the presenting teacher’s rubric, to determine the following:
  • how well students meet the learning standards
  • the degree of intellectual challenges
  • the quality of the assessment plan
  • the degree of engagement the assignment appears to have fostered among students.

6. Review

  • Participants share feedback with each other while the presenter is silent. The feedback generally begins with a few minutes of supportive feedback that identifies how the work presented met the desired goals, and then moves on to a few minutes of critical feedback that identifies possible “disconnects,” gaps, or problems. The talk then moves back and forth between the two types of feedback.
  • Presenter is silent and takes notes.
  • The facilitator or recorder can keep track of feedback on chart paper.

7. Response

  • Presenter speaks to those comments/questions he or she chooses while participants are silent.
  • This is not a time to defend oneself. Instead, instead it is a time for the presenter to reflect aloud on those ideas or questions that seemed particularly interesting to her.
  • Facilitator may intervene to focus or clarify.

8. Classroom Applications

  • Everyone joins in a general conversation during which participants generate ideas about how the presenting teacher can revise the assignment and address the student difficulties and learning needs identified during the analysis.
  • The facilitator or recorder should keep track of the ideas on chart paper.

9. Debriefing

  • The facilitator sums up the feedback and ideas.
  • The group reflects on their experiences of the conference and their learning.

10. Thanks to the presenting teacher.