Student Work Protocol

Part I: Background Information Name of Task: ___________________________________________

What standard(s) does this align to? ______________________________________________________________________________

What is the purpose of the task? ________________________________________________________________________________

Where does the task fit within the instructional sequence: beginning middle end

What have students already learned from this lesson/unit when they approach the task?

What will be the follow-up lessons? Part II: Analysis of Student Work

Students at Developing Levels

Students at Proficient or

Approaching Mastery

Students at Mastery

Students Above Mastery

Part III: Strengths

Strengths of Work Instructional Strategies that Contributed to Success

Part IV: Needs

Patterns or Common Characteristics of Students

Needing Improvement

Fundamental Problems of Work (errors, misconceptions,

mastery of specific concepts, lack of development)

Problem Areas within the Task and Suggestion Revision

Part V: Future Instruction Students to Whom to

Re-teach

Skills to Reteach High Impact Instructional

Strategies and Differentiation

Method of Re-assessment

Coventry Public Schools

English Language Arts Standards for SLO Setting

Instructional Strategies of Focus

2015-2016

Instructional Strategies and Effect Sizes

Meta-analysis Marzano, Pickering, Pollock

● Identifying similarities and differences 1.61; percentile gain 45 ● Summarizing and note taking 1.0; percentile gain 34 ● Reinforcing effort and providing recognition .80; percentile gain 29 ● Homework and practice .77; percentile gain 28 ● Nonlinguistic representations .75; percentile gain 27 ● Cooperative learning .73; percentile gain 27 ● Setting objectives and providing feedback .61; percentile gain 23 ● Generating and testing hypotheses .61; percentile gain 23 ● Cues, questions, and advance organizers .59; percentile gain 22

Doug Reeves

● Nonfiction Writing/ Writing to Learn Grade 3 correlation history Grade 5 correlation history Grade 8 correlation history . 87 .75 .79

John Hattie Influences and Effect Sizes Related to Student Achievement, “Visible Learning” (avg effect size is .40)

● Self-report grades 1.44 ● Providing formative evaluation 0.9 ● Reciprocal teaching 0.74 ● Feedback 0.73 ● Spaced vs. mass practice 0.71 ● Metacognitive strategies 0.69 ● Vocabulary program 0.67 ● Self-verbalization/Self questioning 0.64

Other Strategies to Consider

● Explicit Comprehension Instruction with informational texts across content areas ● Listening and note-taking with informational texts: teaching varied methods of note-taking based

on podcasts, videos, speeches, direct instruction, etc. ● Word walls; direct vocabulary instruction

Coventry Public Schools

Mathematics Standards for SLO Setting

Instructional Strategies of Focus

2015-2016

Instructional Strategies and Effect Sizes

Meta-analysis Marzano, Pickering, Pollock

● Identifying similarities and differences 1.61; percentile gain 45 ● Summarizing and note taking 1.0; percentile gain 34 ● Reinforcing effort and providing recognition .80; percentile gain 29 ● Homework and practice .77; percentile gain 28 ● Nonlinguistic representations .75; percentile gain 27 ● Cooperative learning .73; percentile gain 27 ● Setting objectives and providing feedback .61; percentile gain 23 ● Generating and testing hypotheses .61; percentile gain 23 ● Cues, questions, and advance organizers .59; percentile gain 22

Doug Reeves

● Nonfiction Writing/ Writing to Learn Grade 3 correlation math Grade 5 correlation math Grade 8 correlation math .88 .77 .83

John Hattie Influences and Effect Sizes Related to Student Achievement, “Visible Learning” (avg effect size is .40)

● Self-report grades 1.44 ● Providing formative evaluation 0.9 ● Reciprocal teaching 0.74 ● Feedback 0.73 ● Spaced vs. mass practice 0.71 ● Metacognitive strategies 0.69 ● Vocabulary program 0.67 ● Self-verbalization/Self questioning 0.64

Other Strategies to Consider

● Use of essential question and big ideas in instruction ● Involve students in creating multiple representations of concepts-models, arrays, etc. ● Math journals-writing to learn ● Word walls; direct vocabulary instruction-vocabulary programs