Pointing to the Destination: What Does it Look Like When Students

Succeed?#NTIny

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Purpose of this Session

• Participants will be able to identify markers of success on a set of standards in student behavior and written work.   

• Participants will be able to identify what skill acquisition looks like for specific standards and how skill acquisition in one area supports skill acquisition in another.  

Indicators of Success: Evidence in the Standards

Try This: What is Success? Part 1

• Using the What is Success? activity sheet in their materials packet, annotate the standards with what “success” looks like in each part. Think about

When have you seen a student doing this? What did that student specifically do? What text

were they working with, etc. Make it real.

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Talk About It: Appoint a Facilitator

• Divide your table into three groups (1 for each standard)

• Talk about your annotations for that standard3 minutes• As a table, discuss

What were the big indicators of success that occurred to you as you looked at the standards?

How would you assess for this? 4 minutes

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Indicators of Success: Evidence in Student Discussion

Try This: What is Success? Part 2

• Look for evidence in student discussion. • We’ll watch the video 3 times

1. To get the gist2. Look for evidence of student success on

SL.9-10.13. Same as above

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Video Viewing #1

• Watch for the gist— who’s talking, what are they talking about, what are they doing?

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Video Viewing #2

• Watch for SL.9-10.1. Watching the general conversation, look for

students demonstrating a grasp of this standard. Remember, you may not see it, but look for it. Select 1 student to track for the final viewing

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Video Viewing #3

• Watch for SL.9-10.1. Watch the student you decided to track. See how

they exhibit success (or not) with SL.9-10.1.

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Talk About It

• How much success were these students having with this standard? What’s your evidence?

• Focusing only on what the students can/cannot do, what aspect of each standard would you tell the teacher she/he needs to reteach or spend more time on?

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Indicators of Success: Evidence in the Student Writing

Try This: What is Success? Part 3

• Write the following focus standard in the blank on the sheet: W.11-12.3. Look at both samples of student work for evidence of success.

Underline aspects of each student’s work that suggest success on this standard.

In the space provided, explain WHY what you annotated is a marker of success.

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Talk About It

• What in the student writing indicated success with these standards?

• How did you make decisions about what to select as an indicator of success?

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Consolidating and Refining Thinking

Try This: What is Success Part 4

• In your table groups, develop a consolidated list of indicators of success on each of the three standards.

• For each standard, review as a team your observations and decide on your list of success indicators.

• For each indicator, remember, express as a concrete example. A student…..

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Talk About It

• What observations can you make about how indicators of success in one strand overlap with/influence/connect to indicators in another?

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Reflection and Closing

Talk About It

• How did your ability to identify indicators of success improve as you practiced?

• How did you make decisions about what was an indicator of success or not?

• How does operationalizing what “success” means impact your thinking about instruction?

• How might the overlap in skill sets affect how you talk about or teach these standards?    

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Q & A

Pulse Checkhttps://www.engageny.org/resource/network-team-institute-materials-october-7-10-2014