Literacy Protocols Toolkit
Protocols Adapted from:
Center for Collaborative Education. (2012). Calibration Protocol. Retrieved from Quality Performance Assessment:
www.qualityperformanceassessment.org
Rhode Island Skills Commission. (2005, October). Protocol for Calibraing and Scoring ELA Tasks. Retrieved October
2012, from The Education Alliance: www.ride.ri.gov/highschoolreform/dslat/
National School Reform Faculty - Atlas Protocol
Retrieved October 2013, from National School reform Faculty: http://www.nsrfharmony.org/
Retrieved September 2014, from ASCD: http://www.ascd.org/publications/books/109037/chapters/Protocols-forExamining-Student-Work.aspx
Retrieved September 2014, from Essential Schools: http://www.essentialschools.org/resources/60
Los Angeles Unified School District
Educational Service Center-EAST
Protocols Toolkit
"The student's role is to strive to understand what success looks like and to use each assessment to try to
understand how to do better the next time." - Educational consultant Rick Stiggins
Welcome to the Protocols Toolkit. The Toolkit is designed to assist schools in the
process of using formative assessments to inform instruction and improve teaching
and learning. The purpose of this toolkit is to support teachers to deconstruct the
assessments, reflect on student work and instructional process and determine next
steps for instruction.
Both teachers and students can use the Protocols Toolkit with a variety of types of
formative assessments and tasks that assesses student’s learning to attain mastery.
This process will support and guide teachers for future instruction and provide
feedback to students so they can improve their performance.
Page 2
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Protocols Toolkit
Table of Contents
Protocols Toolkit ............................................................................................................................... 2
Protocols Toolkit- PDR2 Cycle ............................................................................................................ 5
Protocols Process Mat – Elementary Literacy ..................................................................................... 6
Adaptive Schools .............................................................................................................................. 7
Meeting Agreements, Meeting Standards and Norms of Collaboration .............................................. 7
Plan: Deconstructing Task Protocol ................................................................................................... 8
Deconstructing Task Protocol Worksheet .......................................................................................... 9
Deliver: Setting Expectations / Develop Criteria Chart with Students ............................................... 11
Reflect: Teacher Calibration & Scoring of Student Writing ............................................................... 12
Reflect: Students Revise Their Own Work ........................................................................................ 14
ELEMENTARY: Peer Conference Form (Opinion Writing) .................................................................. 16
Refine/Revise: Analyzing Student Work – Option 1.......................................................................... 17
Looking at Student Work ................................................................................................................. 17
LASW: Protocol for Examining Student Work .................................................................................. 20
Refine/Revise: Analyzing Student Work – Option 2.......................................................................... 21
(Collaborative Assessment Conference) ........................................................................................... 21
Refine/Revise: Analyzing Student Work – Option 3 Tuning Protocol ................................................ 22
Refine/Revise: Analyzing Student Work – Option 4.......................................................................... 23
Analyzing Student Work Protocol- Worksheet ................................................................................. 24
Grade Level / Department / School Assessment Analysis - Worksheet ............................................. 25
Refine/Revise: Analyzing Student Work – Option 4 Quick Rounds Protocol ...................................... 26
Quick Round Protocol Sheet ............................................................................................................ 27
Refine/Revise: Analyzing Student Work – Option 5.......................................................................... 27
Here’s What, So What, Now What ................................................................................................... 30
Here’s What, So What, Now What - Worksheet ............................................................................... 31
Page 3
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Appendix ........................................................................................................................................ 32
Elementary Criteria Charts – Opinion Writing .......................................................................................................................... 32
First Grade Criteria Chart ....................................................................................................................................................................... 32
Second Grade Criteria Chart .................................................................................................................................................................. 32
Third Grade Criteria Chart ..................................................................................................................................................................... 32
Fourth Grade Criteria Chart .................................................................................................................................................................. 32
Fifth Grade Criteria Chart ....................................................................................................................................................................... 33
Elementary Criteria Charts – Informational Writing .............................................................................................................. 33
First Grade Criteria Chart ....................................................................................................................................................................... 33
Second Grade Criteria Chart .................................................................................................................................................................. 33
Third Grade Criteria Chart ..................................................................................................................................................................... 33
Fourth Grade Criteria Chart .................................................................................................................................................................. 34
Fifth Grade Criteria Chart ....................................................................................................................................................................... 34
Elementary Criteria Charts – Narrative Writing ...................................................................................................................... 34
First Grade Criteria Chart ....................................................................................................................................................................... 34
Second Grade Criteria Chart .................................................................................................................................................................. 35
Third Grade Criteria Chart ..................................................................................................................................................................... 35
Fourth Grade Criteria Chart .................................................................................................................................................................. 35
Page 4
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Protocols Toolkit- PDR2 Cycle
• Deconstruct
Assessment
• Review Trends
• Adjust Future
Instruction
• Adjust planning to
include discoveries
made during
deconstruction
Standard 2
Classroom
Standard 1
Environment
Planning and
Standard 3
Preparation
Delivery of
Instruction
TLF
Standards
Standard 1 Standard 5a2
Planning and
Preparation Use of Reflection
to Inform Future
Standard 5a2 Instruction
Use of Reflection to
Inform Future
Instruction
• Calibrate & Score
Student Work
 Deliver Instruction
• Work with student to
calibrate and revise
work.
• Setting Expectations
/ Develop Criteria
Chart with Students
• Analyze Student Work
• Assess Students
Page 5
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Protocols Process Mat – ELA
Plan:
Deconstructing
Task/Assessment
Protocol Worksheet
• Read assessment (underline
direction words)
• What skills do students
need to have in place to
successfully complete the
task?
• What are the students going
to do to demonstrate their
learning?
• What grade level concepts
(standards) is this task
assessing?
• What is the process for
doing the task?
• What reading & literacy
skills do students need to
have in order to complete the
task?
• What teaching strategies are
needed to prepare students
for this task?
• How do these strategies
address the instructional
implications of the task?
Deliver:
Setting
Expectations /
Develop Criteria
Chart with Students
• Quick Write: How do you
know an essay is well
written? What qualities or
items need to be in your
writing?
• Using a graphic
organizer, teacher will
guide the students to
generate a list of qualities
of a well-written essay.
• Teacher presents grade
level sample writing (CCSS
Appendix C) to students to
evaluate and compare the
qualities of good writing.
Add ideas to graphic
organizer.
Reflect:
Teacher
Calibration &
Scoring of Student
Writing
Reflect:
Students revise
their own work
• Setting Expectations
• Examination
• Clarifying Terms
• Read and Score
• Score Sharing
Provides Actionable
Feedback
Day 1: Task
Engagement
• Day 2: Task Analysis
• Day 3: Editing
• Day 4: Students
annotate their revised
work using peer
conference form
themselves
Refine/Revise
Plan
Reflect
Deliver
Refine
/ Revise:
Analyzing
Student Work
Student Level
• Describe student
work
• Interpret Student
Work
• What are the
academic needs?
• What are the
implications for
classroom practice?
Grade Level/School
wide Level
• Patterns of strength
• Patterns of
challenges
• Instruction
• Resources
• Commitment
The Toolkit is designed to assist schools in the process of using protocols to examine student work and to inform instruction and improve teaching
and learning. The purpose is to support teachers to deconstruct the assessments, reflect on student work and instructional process, and determine
next steps for instruction.
Adaptive Schools
Meeting Agreements, Meeting Standards and
Norms of Collaboration
Collective Agreements
1. Unity of Purpose
All participants understand that the efficacy of the group is based on the facilitator and the engaged
participants.
2. Balanced Participation
Responsibility and accountability is evenly distributed.
3. Attend to Process
Participants value the protocol by being present and engaged. Participants are also willing to reflect afterwards
on their participation and the usefulness of the protocol.
Meeting Standards
●
●
●
●
●
One process at a time
One topic at a time
Balance participation
Understand and agree with meeting roles
Engage Cognitive Conflict
7 Norms of Collaboration
1. Pausing
Pausing before responding or asking a question allows time for thinking and enhances dialogue,
discussion, and decision-making.
2. Paraphrasing
Paraphrasing assists members of the group in hearing and understanding one another as they
converse and make decisions (i.e. So…” or “As you are…” or “You’re thinking…”)
3. Posing Questions
Inquire into others’ ideas before advocating one’s own. Two intentions of posing questions are to
explore and to specify thinking. For example, “What might be some conjectures you are exploring?”
or “Which students, specifically?” or “What might be an example of that?”
4. Putting Ideas on the Table
Ideas are the heart of meaningful dialogue and discussion. Label the intention of your comments.
For example: “Here is one idea…” or “One thought I have is…” or “Here is a possible approach…” or
“Another consideration might be…”.
5. Providing Data
Providing data, both qualitative and quantitative, in a variety of forms supports group members in
constructing shared understanding from their work.
6. Paying Attention to Self and Others
Meaningful dialogue and discussion are facilitated when each group member is conscious of self and
of others, and is aware of what (s)he is saying and how it is said as well as how others are responding.
7. Presuming Positive Intentions
Assuming that others’ intentions are positive promotes and facilitates meaningful dialogue and
discussion, and prevents unintentional put-downs.
Work adapted from The Thinking Collaborative.
Los Angeles Unified School District
Educational Service Center-EAST
Plan: Deconstructing Task Protocol
Recommended Format
Grade Level/PLC/Department/Professional Development
Purpose
The purpose is to deconstruct a culminating task or assessment and understand the instructional
implications of formative assessments. This is not meant to “teach to the test”. The purpose of these
deconstruction activities is to allow the teacher to identify areas where the instructional focus for
the unit may be different than in past years and allow the teacher to align their unit planning with
Common Core State Standards.
Planning
● Materials needed for each person
o Deconstructing Assessment Protocol Worksheet
o Assessments and accompanying materials (including rubrics, prompts, directions,
etc.)
● Roles: Choose a facilitator, timekeeper, and recorder
Review Meeting Agreements, Standards, and Norms of Collaboration
Process
1. Review Norms: The facilitator reviews the protocol process and norms with the group.
2. Read the assessment: underline the direction words.
3. Review: (With a partner, fill in Deconstructing Assessment Protocol Worksheet)
4. Debrief: As you debrief, consider the following questions:
a. What are the learning goals for the task?
b. What strategies are needed to address the learning goals and/or differentiated
student needs?
c. What does a student need to do to demonstrate proficiency?
Page 8
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Deconstructing Task Protocol Worksheet
Read the assessment closely: Underline the direction words.
What skills (reading, writing, speaking & listening as identified by CCSS) do students need to have in place to successfully
complete the task? What grade level standards (and/or concepts) this task assessing? (You may want to include both ELA and
other curricular areas)
What vocabulary do students need to know in order to engage in the task?
What is the process for doing the task? What do students need to do in order to demonstrate their learning?
What are the language demands of this task? (i.e. both input and output)
Page 9
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
What teaching strategies will engage the students in this learning? What are your next steps to deepen your content and
pedagogical knowledge? How do these strategies address the instructional implications of the task?
How will you differentiate for students who are:
Special Populations?
(i.e.: SELs, ELs, SWD, etc.)
Page 10
Approaching Proficiency?
On-Level?
“Supporting 21st Century Learners through Leasdership and Service”
Advanced ?
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Deliver: Setting Expectations / Develop Criteria Chart with Students
Recommended Format
Classroom instruction facilitated by teacher
Time Frame
Prior to assessment . Over 1-2 days.
Purpose
Students to examine the criteria chart and exemplar writing to gain an understanding of the
expectations for writing as outlined in CCSS.
Materials Needed
Criteria chart (See Appendix 1 of this document)
Sample writing (Grades 2 – 5 Appendix C from CCSS)– then select Periodic Assessments on the side
panel)
Review Meeting Agreements, Standards, and Norms of Collaboration
Process
Grades 2-5 (Can be adapted and modified for K-1 at teacher’s discretion.)
1. Quick Write: How do you know an essay is or well written? What qualities or items need to
be in your writing? (i.e.: transition words, concluding statements, etc.…)
2. Using a graphic organizer, teacher will guide the students to generate a list of the qualities of
a well-written essay.
3. Teacher presents grade level sample writing (samples can be found in CCSS Appendix C) to
students to evaluate and compare the qualities of good writing. Add ideas to graphic
organizer.
4. In small groups, students will create a criteria chart based on the identified qualities. Each
group share out criteria charts.
5. Teacher shares with students the criteria chart from student directions at their grade level.
They will then compare their ideas to the created chart from the student directions.
Page 11
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Reflect: Teacher Calibration & Scoring of Student Writing
Recommended Format
Grade Level/PLC/Department Meeting
Time Frame
This should be done within the week after the administration of the task / assessment for
relevancy.
Purpose
To calibrate our scoring of student writing as we explore the instructional implications of the
prompt/task, student work, and rubric.
Materials
●
●
●
●
One set of student papers without names that will be used for calibration by the entire group
Copy of the Performance Task with grade level rubric
Chart paper, markers
Roles: Choose a facilitator, timekeeper, and recorder.
Review Meeting Standards, Agreements, and Norms of Collaboration
Process
1. Setting Expectations: The facilitator reviews the steps for calibrating and scoring student
writing and norms with the group. [Optional: Prior to Calibrating and Scoring Student
Writing, teachers may wish to take the assessment for the experience.]
2. Examination: Review the rubric as a whole and identify scores that represent a proficient
score.
3. Review: Look at the rubric as a whole. What terms need to be clarified? Highlight terms that
may have meanings that need calibration.
4. Clarifying Terms: Discuss the expectations of a proficient score. (i.e.: what does adequate
mean for your grade level expectations? What would be evidence of effective? What would a
sense of closure look like in second grade? In first Grade? Etc…) Chart the group responses. Use
the chart as a reference when using the rubric to score work.
a. Optional: schools may choose to do the following:
i. Review the CCSS exemplar for the representative grade-level (if available)
ii. Return to the chart to make modifications if necessary.
5. Read and Score: Using the rubric, teachers silently read and score a class set of student
writing. (Each person is reading the same work) Teachers should highlight the rubric/score
sheet to identify the score and mark/highlight evidence of the rubric language in the student
work.
Page 12
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
6. Score Sharing: (for the purposes of calibration)
a. As a team, select one proficient student writing sample and annotate using the rubric,
while charting evidence to support that proficient score.
b. The whole will share out their findings.
c. Individuals will score all of the papers and the facilitator charts how many people
scored at each level on a master rubric. How many people scored this as: exceeding
the standard, meeting the standard, below the standard, or little or no evidence of the
standard.
d. Facilitator then looks at first line of each rubric row, and asks the same questions. The
discussion begins by asking someone from each of the extremes to explain why they
gave the score they did. This explanation should refer to evidence in the student work.
e. Discussion should continue around the elements of the rubric until some consensus is
reached, always referring to evidence in the students’ text as a basis for judgment of
the score.
f. After this exercise in score sharing, a teacher is prepared to score his/her own class
set of student writing samples.
Page 13
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Reflect: Students Revise Their Own Work
Recommended Format
Classroom Instruction Facilitated by Teacher
Time Frame
Over 3-4 days.
Option 1: After finishing the extended constructed response and prior to teacher scoring. (Allows
revision before scoring based on peer conferencing)
Option 2: After teacher scoring. (Allows students to view rubric aligned teacher feedback)
Purpose
Students will evaluate their own work to gain an understanding of the expectations for writing
opinion/argument pieces as outlined in CCSS.
Materials Needed
Writing Exemplars
Grade Level Rubrics
Peer Conference Form
Created Criteria Chart
Review Meeting Agreements, Standards, and Norms of Collaboration
Process
Recommended for Grades 2-5
Day 1: Task Engagement- Students will revisit the rubric and the criteria chart for
opinion/argument.
1. In order to activate students’ prior knowledge, we are asking them to Quick Write: How do
you know an essay is well written? What qualities or items need to be in your writing? (i.e.:
transition words, concluding statements, etc.…)
2. Using the class criteria chart that was previously generated, add any new ideas that arise
from the class discussion.
3. Teacher presents a student writing exemplar (samples from CCSS Appendix C) to students to
evaluate and compare the qualities of good writing. Add ideas to the criteria chart.
4. Now that students have an understanding of the criteria for their writing, students re-read
their essay. They assess their own work using the criteria chart.
Day 2: Task Analysis- Students will participate in a readers’/ writers’ workshop to generate ideas
and feedback to improve their writing.
1. Teacher establishes/reviews norms for analyzing peer writing.
Page 14
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
2. Teacher distributes and reviews/models the peer-conference form.
3. Students pair up for peer conferencing. Teacher circulates, answers questions, and addresses
misconceptions.
4. After completing peer conference forms, student pairs will share feedback with one another.
Day 3: Editing- Students will revise their essay based on the feedback and criteria chart.
Day 4: Students annotate their revised work using peer conference form themselves (without a
partner.)
Page 15
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Peer Conference Form (Opinion Writing)
Reader’s Name:
Writer’s Name:
Directions:
You will be looking at your partner’s work to help them make it better. You will not be talking to
your partner during this activity. Instead, you will write answers to each of the questions below and
then give this form back to your partner so he/she can use your feedback to improve the essay.
Read partner’s essay.
1. Is there an introduction? Label the introduction in the margin.
2. Does your partner state an opinion? Circle the opinion.
3. How many reasons did they state? Underline each reason.
4. Locate the writer’s conclusion. Label the conclusion sentence in the margin.
5. Check for spelling, capitalization, and punctuation errors. Mark them in your partner’s
work using proofreading marks.
6. Look at the criteria chart, and identify 3 areas that your partner can improve. Write them
here:
a.
b.
c.
Staple this form to your partner’s paper and return the package to them. Be sure to get your own
paper and feedback from your partner so you can see how you might improve your work.
Page 16
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Refine/Revise: Analyzing Student Work – Option 1
Looking at Student Work
Recommended Format
Faculty Meeting/Grade Level/PLC
Time Frame
This should be done after the administration and scoring of the task/assessment to provide time
for appropriate adjustments to instruction.
Purpose
This protocol consists of procedural steps and guidelines to organize discussions and structure
participation around student work. It is designed to stimulate an open-minded but focused
examination of what student work can tell teachers about student understanding and teacher
practice.
Planning
● Materials needed for each person
o Student work samples
o Rubrics/Criteria Charts
o Reflection Form (See attached)
● Roles
1. Facilitator
a. Reminds group of norms for each round of the protocol.
b. Establishes and maintains time limits.
c. Refocuses the discussion when evaluative statements (judgment) are made: (e.g., “This is
good work.” Facilitator responds, “Describe the evidence that the judgment is based
upon?”)
2. Focus Teacher
a. Provides the standards (content and practices) that the task/assignment is meant to
demonstrate.
b. Provides the task/assignment learning objective (what the students were asked to know
and be able to do, not what teacher hoped or expected to see).
c. Provides the task explanation (how it was told to the students).
d. Provides student work-one work sample at the excellent, strong, and weak- that will be
examined by group (this may include any criteria charts and/or rubrics used by the
students).
e. Focus teacher should remain silent during Rounds 1 and 2, listen, and carefully take
notes.
Review Meeting Agreements, Standards, and Norms of Collaboration
Process
ROUND 1: Describe the Student Work (10 minutes)
Actions: Teachers should take turns objectively describing what they see in the student’s work, avoiding
judgments about quality or interpretations about it or the student. The discipline of description forces you to
Page 17
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
slow down, to look critically and carefully at the student work, to find out what it tells you about student
learning/understanding before leaping into action with conclusions and solutions. Teachers can “pass” if
they have no other comments until the process is complete.
Questions to consider:





What do you notice about the student work?
Describe the student work. What do you see?
What strengths were apparent regarding the standards you assessed?
What additional strengths were apparent in the work?
How might the work sample be influenced by a student’s English language level or disability?
Use the rubrics or criteria charts to support your observations.
Examples:



“The student referenced the text twice.”
“The student categorized ideas using a graphic organizer.”
“The student used a period to punctuate a question.”
Staying on Track: If judgments or interpretations do arise, the facilitator should ask the person to describe the
evidence on which they are based. It may be useful to list the group’s observations on chart paper. If
interpretations come up, they can be listed in another column for later discussion.
ROUND 2: Interpreting the Student Work (20-30 minutes)
Actions: Teachers should take turns interpreting what they see in the student’s work. They should infer
what the student was thinking and why. Teachers can “pass” if they have no other comments until the
process is complete.
Questions to consider






What does this student work tell us about student learning/understanding?
What needs did you identify regarding the standards you assessed?
Using the language from the learning objective, what do students know, and what are they able to do?
What evidence supports this finding?
What patterns are noticeable about what the students did well in the task/assignment? What did the
students struggle with in the task/assignment?
What connections might you make between the student work and the teacher choices/actions?
How might the work be influenced by a student’s language level?
ROUND 3: Implications for Classroom Practice (15 minutes)
Actions: The Focus Teacher can share at this point any scaffolds or resources that the students had when
completing their work. Based on the group’s observations and interpretations, the facilitator should lead a
discussion regarding implications for instruction (all teachers, including the Focus Teacher, can join in this
discussion).
Page 18
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Questions to consider:






Based on the discussion of the student work, what steps could the teacher take next with the
students? What’s the rationale for these suggested next steps?
What instructional strategies might work to address the needs you identified?
What should be kept, deleted, and/or added to the assignment or lesson/unit for tighter alignment
with the depth of the targeted standards?
How could the assignment be strengthened to promote active problem solving, reasoning, and
critical thinking?
What else would you like to see in the student work? Why? What kind of assignments or
assessments could provide this information?
What strategies would you consider if you taught this lesson again?
ROUND 4: Reflect on the Process (5 minutes)
Actions: The Focus Teacher shares his or her reflections and reactions to the discussion. He or she also
shares what they have learned from this experience.

What did you learn from this process in regards to examining student work?
The entire group reflects on how well the process worked.
Questions to consider:


What are we learning through this process?
What are some things that the group did that made learning possible? What are some things that
maybe impeded the process of learning?
Page 19
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
LASW: Protocol for Examining Student Work
Looking at Student Work (LASW) - Discussion Guiding Questions
School:
Grade Level/Department:
Date:
What type of student work was assessed? (e.g. first draft, test, independent work)
What strengths were apparent regarding the standards you assessed?
What additional strengths were apparent in the work?
What needs did you identify regarding the standards you assessed?
What instructional strategies might work to address the needs you identified?
Needs
Strategies
Team Participants
Facilitator:
Presenter:
Timekeeper:
Participant:
Recorder:
Participant:
Note: Attach a copy of the exact assignment given to the student(s) and a copy of the student work that
was assessed. Include any scores you assigned.
Page 20
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Refine/Revise: Analyzing Student Work – Option 2
(Collaborative Assessment Conference)
Recommended Format
Faculty Meeting/Grade Level/PLC
Purpose:
It provides a structure by which teachers come together to look at a piece of work, first to
determine what it reveals about the student and the issues she/he cares about, and then to consider
how the student’s issues and concerns relate to the teacher’s goals for the student. The last part of
the conversation — the discussion of classroom practice — grows out of these initial considerations.
Planning:
● Materials needed for each person: Student Work Samples
● Roles: Choose a facilitator, timekeeper, and recorder.
Review Meeting Agreements, Standards, and Norms of Collaboration
Process
1. Getting Started
 Volunteer presents student work.
 Participants review the work silently.
2. Discussing the Work
 Round 1
Describe: What do you notice about the student work?
(What are their strengths and/or areas of need?)
 Round 2
Interpret: What do the students understand?
(How well are students able to cite specific evidence to support conclusions drawn from the text?)
 Round 3
Question: What questions do you have about the work?
(In considering the standard and after looking at student work, what are the implications for
implementing the ELA Key Strategies?)
3. Reflections from the Presenting Teacher
 Comments on the student work and responds to questions.
 Shares insights form surprising or unexpected comments.
Repeat Steps 1-3 with another presenting teacher.
4. Suggestions for Teaching and Learning
 Based on the discussion of the students’ performance, what might you suggest doing next with the class?
 Describe ways the assessment did or did not give students an opportunity to demonstrate what they knew.
5. Debriefing
 What are we learning through this process?
 How can the process be improved?
Developed by DeAnn Huinker, University of Wisconsin-Milwaukee adapted from the Collaborative Assessment Conference, Harvard
Project Zero – Seidel, et al. 1997
Page 21
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Refine/Revise: Analyzing Student Work – Option 3
Tuning Protocol
Recommended Format
Faculty Meeting/Grade Level/PLC
Purpose
As a problem-solving tool, the Tuning Protocol aims to ensure that educators receive direct and respectful feedback on
the problems they present, as well as the opportunity to reflect on the feedback. It also aims to help all participants
“tune up” their values through contact with others’ diverse and candid views. It forces presenters to frame a particular
problem from the hundreds they might select, and to collect and present evidence that bears on the problem. It orients
their colleagues to examine both the problem and the evidence from both warm and cool perspectives.
Planning
●
●
Roles: Choose a facilitator, timekeeper, and recorder.
Materials: Student work samples.
Review Meeting Standards, Agreements, and Norms of Collaboration
Process
1. Introduction
 The facilitator introduces protocol goals and norms and guides the process as needed.
2. Teacher Presentation
 Presenter describes the context of the assignment and presents student work with a goal-referenced
question.
 Examples: “How well are my students progressing in developing their skill to cite evidence from sources?”
or “How are my students showing mastery of all components of a completed on-demand essay (beginning,
middle, and end)?”=
3. Clarifying Questions
 Teachers ask the presenter clarifying questions about the task.
4. Examine Student Work
 Teachers engage in dialogue and share responses to the student work. The presenter silently takes notes
on the conversation. Sample questions regarding student work:
o What parts of the assignment does the student show the most mastery?
o Which parts of the assignment appear to be the most challenging for the student?
o In what ways does this work meet the objective(s) or criteria?
5. Writing Feedback
 Teachers reflect on what they would like to contribute to the feedback. Each teacher writes 1 appreciation,
1 wondering, and 1 next step.
6. Dialogue to Share Feedback
 Teachers engage in a round-robin dialogue that includes their appreciations, wonderings, and suggested
next steps. The presenter is silently listening and taking notes. Judging by the time, the facilitator may open
the floor for more feedback.
7. Reflection
 Presenter shares his or her notes, reflections, and responses to the feedback from the teachers.
 Presenter addresses this final question:
“Where is my thinking now regarding that goal-referenced question?”
8. Repeat steps 2-7 for the next presenter
9. Once all presenters have shared, “How well did we attend to this protocol?”
Page 22
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Refine/Revise: Analyzing Student Work – Option 4
Debrief Protocol
Recommended Format
Faculty Meeting/Grade Level/PLC
Time Frame:
This should be done after the administration and scoring of the assessment to provide time for
appropriate adjustments to instruction.
Purpose:
To analyze student work to inform future instruction.
Planning:
● Materials needed for each person
o Analyzing Student Work Protocol Sheet
o Chart Paper
o Scored student work samples
● Roles: Choose a facilitator, timekeeper, and recorder
Review Meeting Agreements, Standards and Norms of Collaboration
Process
1. Debrief Process (Student level)
a. Choose student work to analyze in depth.
b. Analyze selected student work using the “Analyzing Student Work Protocol” form.
2. Debrief Process (Grade Level and School Wide)
Using questions on Grade Level/Department/ School Analysis Form, chart responses for
public recognition. Complete Debrief Form to record commitments.
Page 23
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Analyzing Student Work Protocol
Describe student work: What do you see? State facts, not opinion.
Interpret student work: What do the facts mean?
What are the academic needs?
What are the implications for classroom practice?
Recommended Interventions:
Identified Student Need: (i.e.: doesn’t provide a conclusion)
Students Who Need Intervention: (list names of students with similar identified need)
Small Group Instruction Lessons: (i.e.: provide mini-lessons on conclusions using write from beginning materials)
Identified Student Need: (i.e.: doesn’t provide a conclusion)
Students who need intervention: (list names of students with similar identified need)
Small Group Instruction Lessons: (i.e.: provide mini-lessons on conclusions using write from beginning materials)
Page 24
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Grade Level / Department / School Assessment Analysis
What are the patterns of strengths you see in the student work? Within a classroom and across a
grade-level / department?
What are the patterns of challenges you see in the student work? Within a classroom and across
a grade-level?
What instruction needs to be revisited to address the common needs?
What resources will you need to address the common needs?
What commitment will you make to support instruction for your students?
Page 25
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Refine/Revise: Analyzing Student Work – Option 4
Quick Rounds Protocol
Recommended Format
Faculty Meeting/Grade Level/PLC
Purpose
Analyze student work to inform future instruction.
Planning:
● Materials needed for each person
o Quick Rounds Form
o Chart Paper
o Student work samples
● Roles: Choose a facilitator, timekeeper, and recorder.
Review Meeting Agreements, Standards, and Norms of Collaboration
Process
Choose a timekeeper and group facilitator.
1.
2.
3.
4.
5.
6.
Each teacher attaches a form to his or her student work.
Teacher fills out top portion answering questions about their student work.
Pass form to other teachers in the group to record feedback. (Each teacher responds to all questions & initials
their feedback so participants might ask clarifying questions.)
When teacher receives student sample back, they review and ask clarifying questions of the reviewers.
Group engages in discussion around group reflection questions.
Create commitments for unit planning.
Questions for student work sample:
1.
2.
3.
4.
5.
What lesson from the unit is this sample from?
What was the objective of the lesson?
What is the ELD level or classification of the student?
What learning activities took place?
What other information would you like to add?
Guiding Questions
1. How did the student work meet the learning goals of the unit?
2. What evidence of student proficiency is present in the work sample?
3. What does this student work tell us about the design of the lesson & unit?
Group Reflection:
1. What are some common trends?
2. What are trends for our subgroups?
3. What are the implications for future lesson planning?
4. What changes would you make to your unit and/or lesson plans based on the student work?
5. What are the implications for meeting the needs of our EL’s and/or other sub-groups?
6. What are your next steps?
7. What supports might you need?
Page 26
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Quick Rounds Protocol
Teacher: _______________________________________________Grade: ________________________
For presenting teacher to complete:
Task Description:
Learning Objective(s) (What will students learn?):
What is the ELD level/
classification of student?
Does this child have an
IEP?
What pedagogies or learning activities took place prior to
this lesson/task? (i.e.: expert groups, close reading, etc.)
Is this student identified as
gifted?
Is this student a SEL?
What other information is important to know about this
student?
Reviewer #1 provides feedback for all three questions:
How did the student work
meet the learning goals of
the unit?
Evidence:
Commendation:
Recommendations:
What evidence of student
proficiency is present in
the work sample?
Evidence:
Commendation:
Recommendations:
What does this student
work tell us about the
design of the unit?
Evidence:
Commendation:
Recommendations:
Page 27
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Reviewer #2 provides feedback for all three questions:
How did the student work
meet the learning goals of
the unit?
Evidence:
Commendation:
Recommendations:
What evidence of student
proficiency is present in
the work sample?
Evidence:
Commendation:
Recommendations:
What does this student
work tell us about the
design of the unit?
Evidence:
Commendation:
Recommendations:
Reviewer #3 provides feedback for all three questions:
How did the student work
meet the learning goals of
the unit?
Evidence:
Commendation:
Recommendations:
What evidence of student
proficiency is present in
the work sample?
Evidence:
Commendation:
Recommendations:
What does this student
work tell us about the
design of the unit?
Evidence:
Commendation:
Recommendations:
Page 28
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Quick Rounds Protocol- Group Reflection Form
Unit Title and Grade Level:
What are some common trends?
What are trends for our subgroups?
What are the implications for future lesson planning?
What changes would you make to your unit / lesson based on the student work?
What are the implications for meeting the needs of our EL’s and/or other sub-groups?
What are your next steps?
Page 29
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Refine/Revise: Analyzing Student Work – Option 5
Here’s What, So What, Now What
Recommended Format
Faculty Meeting/Grade Level/PLC
Purpose:
To analyze student work to inform future instruction.
Review Meeting Agreements, Standards and Norms of Collaboration
Process
1. Distribute a three-row work sheet
2. Explain the purpose of each column.
a. Here’s What – for specific data the group is working with;
b. So What- for an interpretation or meaning of the data
c. Now What – can be a prediction, implication, or a question for further study
3. In pairs, or small groups, complete the Now What and So What Rows
4. Conduct a full group dialogue
Page 30
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Here’s What, So What, Now What
Thinking about your learning goals and what you’ve experienced today, what concrete ideas and
strategies can you apply to your teaching context? Record your ideas below.
• What do you notice or what does the data tell you?
Here's What
• What does this mean?
So What
• What are the implications?
Now What
Page 31
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Appendix
Elementary Criteria Charts – Opinion Writing
Adapted from LAUSD Periodic Writing Assessments
First Grade Criteria Chart
A good opinion piece will:





Introduce the topic you are writing about.
Give your opinion.
Give lots of reasons and explanations.
End with a concluding sentence.
Use capitals, periods and question marks, and spell words correctly.
Second Grade Criteria Chart
A good opinion piece will:





Introduce the topic you are writing about.
Give your opinion.
Give lots of reasons and explanations.
Finish with a concluding sentence.
Use capitals, periods and question marks, and spell words correctly.
Third Grade Criteria Chart
Remember, a good opinion essay:







Has an introduction
States your opinion/claim in a focus statement
Groups ideas in paragraphs
Uses reasons from the text to support your opinion
Uses linking words to connect your opinion and reasons
Has a conclusion
Has correct spelling, capitalization, and punctuation
Fourth Grade Criteria Chart
Remember, a good opinion essay:







Has a clear introduction
States your opinion/claim in a focus statement
Groups related ideas in paragraphs
Uses facts and details from the text(s) to support your opinion and explain your reasoning
Uses linking words to connect your opinion and reasons
Has a conclusion that relates to your opinion
Has correct spelling, capitalization, and punctuation
Page 32
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Fifth Grade Criteria Chart
Remember, a good opinion essay:







Has a clear introduction
States your opinion/claim in a focus statement
Logically groups ideas in paragraphs to support your opinion
Uses facts and details from the text(s) to support your opinion and explain your reasoning in a logical
order
Uses linking words and phrases to connect your opinion and reasons
Has a conclusion that relates to your opinion
Has correct spelling, capitalization, and punctuation
Elementary Criteria Charts – Informational Writing
Adapted from LAUSD Periodic Writing Assessments
First Grade Criteria Chart
A good informative piece will:





Have a title.
Clearly answer the question.
Give lots of examples.
End with a concluding sentence.
Use capitols, periods and question marks, and spell words correctly.
Second Grade Criteria Chart
A good informative piece will:





Introduce the topic you are writing about.
Clearly answer the question.
Give lots of examples.
Finish with a concluding sentence.
Use capitals, periods and question marks, and spell words correctly.
Third Grade Criteria Chart
Remember, a good informative essay:







Has an introduction
Has a clear focus/topic statement.
Groups related ideas together.
Uses specific facts and examples from the video and text to support the focus and explain your
thinking.
Uses precise language and linking words to connect ideas.
Has a conclusion.
Has correct spelling, capitalization, and punctuation
Page 33
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Fourth Grade Criteria Chart
Remember, a good informative essay:







Has a clear introduction.
Has a clear focus/ topic.
Groups related ideas in paragraphs.
Uses specific facts and examples from the video and text to support the focus and explain your
thinking.
Uses precise language and linking words to connect ideas.
Has a conclusion .
Has correct spelling, capitalization, and punctuation
Fifth Grade Criteria Chart
Remember, a good informative essay:






Has an effective introduction.
Has a clear focus/topic.
Groups related ideas in paragraphs.
Uses specific fact, statistics, and examples from the video and text to support the focus and explain
your thinking.
Uses precise language and linking words to connect ideas.
Has correct spelling, capitalization, and punctuation
Elementary Criteria Charts – Narrative Writing
Adapted from LAUSD Periodic Writing Assessments
First Grade Criteria Chart
A good narrative will:





Write about the events happening in the picture.
Use temporal words to tell the order in which events happen.
Add details about what is happening, and a conclusion.
Write legibly, check your spelling and use complete sentences.
Use capital letters and end punctuation.
Page 34
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014
Los Angeles Unified School District
Educational Service Center-EAST
Second Grade Criteria Chart
A good narrative will:






Write about what is happening in the picture.
Include details: actions, thoughts, and feelings of the characters you see in the picture.
Use temporal words and phrases to sequence the events.
Write legibly, spell correctly and use complete sentences.
Use capital letters and end punctuation.
Include a conclusion.
Third Grade Criteria Chart
Remember, a good narrative:





Write about the events happening as you helped make jam from the saguaro fruit.
Add details to describe the characters’ actions, thoughts and feelings.
Use temporal words to tell the order in which the events happen.
Conclude your narrative with a good ending.
Proofread for spelling, punctuation, and grammar.
Fourth Grade Criteria Chart
Remember, a good narrative:





Establish the situation, characters, and a natural sequence of events.
Use dialogue and descriptions to develop the experiences or show characters’ reactions to situations
Use transitional words and phrases to manage the sequence of events.
Provide a conclusion that follows from the narrated experiences or events.
Proofread for spelling, punctuation, capitalization, and grammar.
Page 35
“Supporting 21st Century Learners through Leasdership and Service”
September, 2014