The Grades 9-12 ELA Wednesday morning session focused on teachers being able to identify what students can and cannot do with respect to a given standard and identifying next steps and areas for supporting student growth. Teachers began by talking about barriers to using student work as a form of data, and the impact that a teacher can have on students’ ability to read closely, write well, speak and listen effectively and think critically. Teachers talked about not having the time to properly work with individual students, focusing on what students can’t do rather than what they can do, being willing to change the way they do things in their classrooms, and making an effort to teach individual skills rather than focusing on test preparation.
Teachers were presented with the Logic Model: If we analyze our assessments and a particular standard, articulate a learning need in terms of the standard, identify a high impact root cause and create a plan to address the cause, then the student’s skill level will improve. We cannot make an impact on what students do until we thoroughly understand what they can’t do.
To learn how to use the Logic Model, participants looked at student work from the Grades 9-12 ELA modules. This began with examination of the assessment map from Module 10.1 to understand the progression of standards RL.9-10.2 and RI.9-10.2 over the course of the module. Groups then analyzed student work against a rubric focusing on what the student can do in respect to the standard and what the student is struggling with so that teachers could then develop a plan to address the student’s needs. This discussion continued in the afternoon session.
The materials for this session are available here: