Note-taking Guide

Looking at Student Work Protocol for the Purpose of

Assessing Common Core Standards Alignment

With A Host

Protocol Step and Roles
(32-38 minutes) / Notes / Evidence From Document/s
Part 1: Providing the context for student work and analyzing student work within that context: What did HOST want the students to know and be able to do?
(10 minutes)
Facilitator (for each step)
shares the purpose, time, and steps to each part.
keeps team to the timing and focus of the section.
Host
distributescopies of thetask,student work, CCSS, and rubric/assessment to team.
shares some background information for the context (unit, time, students, etc.) of the work.
Team
reads and reviews student work, task, and rubric/takes notes
Host
answers the questions below:
  1. What were students asked to
do? What was the task?
  1. What CCSSs,if any, were most closely aligned with this task/assignment?
3. What was considered
proficient performance on
thisassignment? Exactly what
did students need to say, write,
and/or do for their work to be
considered proficient?
Part 2: Diagnosing Student Strengths and Needs: Where is the student work in relation to the Common Core Standards? What evidence do we have to know that?
(8 minutes)
Host
listens and takes notes.
Team
answers the questions below:
  1. What did students demonstrate they were able to do that is aligned with theCCSS and the assessment?
  2. What did the student not
demonstrate they were able to do aligned to the CCSS and the assessment?
  1. What wonderings do
you have?
Part 3: Identifying Instructional Next Steps
(10 minutes)
Host
listens and takes notes
Team
answers the questions below
Based on the team’s diagnosis…
  1. What might the host do next in relation to the student’s work?
  2. What might the host do next in relation to the Common Core State Standards alignment?
  3. What might the host do next in relation to the task and/or rubric/assessment tool?

Part 4: Reflection: The Host
(3-5 minutes)
Host
summarizes what was said and shares his/her next steps.
shares what was most helpful about this process.
asks for support or resources that he/she may need to effectively follow through on the next steps.
Part 5- Reflection: The Team
(3-5 minutes)
Team
answers the questions below:
1.What new understandings about looking at student work have I gathered from this process?
2.How might I use these understandings in my own work with children?
3.When will we meet to follow up on this work and look at other student work? / `