Using ELP Standards Level Descriptors to Interpret Student Work - PowerPoint PPT Presentation

Using ELP Standards Level Descriptors to Interpret Student Work

Guiding Questions What are the Standards Level Descriptors, and how do they relate to the ELP Standards? How can educators use key components of ELPA21 assessment results to understand student performance? How can educators interpret student work using the ELP Standards Level Descriptors?

Using ELP Standards Level Descriptors to Interpret Student Work Examine the identified ELP Standard(s) and corresponding Standards Step 1 Level Descriptors Step 2 Interpret student work using the Standards Level Descriptors Step 3 Identify strategies to support student needs

Guide for Interpreting Student Work

Using ELP Standards Level Descriptors to Interpret Student Work Examine the Identified ELP Standard(s) and Corresponding Standards Step 1 Level Descriptors 1. Examine the identified ELP standards and corresponding Standards Level Descriptors for the task 2. If there are multiple standards, choose one or two that relate to your students’ area of growth 3. Teach the lesson and collect student work

Example Instructional Task .

Identified ELP Standards

Alternative Organization of the Standards Modalities Domains Corresponding ELP Standards Receptive Listening and 1 construct meaning from oral presentations and literary and informational text Reading through grade-appropriate listening, reading, and viewing 8 determine the meaning of words and phrases in oral presentations and literary and informational text Productive Speaking and Writing 3 speak and write about grade-appropriate complex literary and informational texts and topics 4 construct grade-appropriate oral and written claims and support them with reasoning and evidence 7 adapt language choices to purpose, task, and audience when speaking and writing Interactive Listening, reading, 2 participate in grade-appropriate oral and written exchanges of information, speaking and writing ideas, and analyses, responding to peer, audience, or reader comments and questions 5 conduct research and evaluate and communicate findings to answer questions or solve problems 6 analyze and critique the arguments of others orally and in writing

Looking at the Standards Level Descriptors for Standard 2

Lesson Objective Students will be able to participate in grade-appropriate oral exchanges about Frog Girl , using examples from the book. .

Using ELP Standards Level Descriptors to Interpret Student Work Interpret Student Work Using the Standards Level Step 2 Descriptors 1. Examine the student output and determine whether the same standard(s) apply 2. Identify the performance level(s) that most accurately describes your students’ work 3. Identify patterns in your students’ work

Lesson Objective Students will be able to participate in grade-appropriate oral exchanges about Frog Girl , using examples from the book. .

Interpreting Sample Student Work 1 Prompt: Which word best describes Frog Girl - helpful, compassionate, or courageous? Explain why you think that way, using examples from the story. Student 1: I think she is helpful. Student 2: I agree, but I thought she would become a frog. Student 1: Me too.

Interpreting Sample Student Work 2 Prompt: Which word best describes Frog Girl - helpful, compassionate, or courageous? Explain why you think that way, using examples from the story. Student 1: I think the frog girl is courageous. Student 2: Why? Student 1: Because she went into the lake. Student 2: Yeah, that’s scary. Student 1: Do you think she is courageous? Student 2: Yeah. I don’t think I would go in the lake. Student 1: The lake looked dirty. Student 2: And cold.

Interpreting Sample Student Work 3 Prompt: Which word best describes Frog Girl - helpful, compassionate, or courageous? Explain why you think that way, using examples from the story. Student 1: I’m not sure which word to pick. Student 2: What does compassionate mean? Student 1: I don’t know. Student 2: I think she is helpful. Student 1: Yes. I think so too. Student 2: Why do you think so?

Interpreting Sample 2 With Standard 4

Interpreting Sample 2 With Standard 4 Prompt: Which word best describes Frog Girl - helpful, compassionate, or courageous? Explain why you think that way, using examples from the story. Student 1: I think the frog girl is courageous. Student 2: Why? Student 1: Because she went into the lake. Student 2: Yeah, that’s scary. Student 1: Do you think she is courageous? Student 2: Yeah. I don’t think I would go in the lake. Student 1: The lake looked dirty. Student 2: And cold.

Identifying Patterns in Student Work Prompt: Which word best describes Frog Girl - helpful, compassionate, or courageous? Explain why you think that way, using examples from the story. St Student Sa Sample 1 Student Sa St Sample 2 St Student Sa Sample 3 Student 1: I think she is helpful. Student 1: I think the frog girl is Student 1: I’m not sure which Student 2: I agree, but I thought courageous. word to pick. she would become a frog. Student 2: Why? Student 2: What does Student 1: Me too. Student 1: Because she went compassionate mean? into the lake. Student 1: I don’t know. Student 2: Yeah, that’s scary. Student 2: I think she is helpful. Student 1: Do you think she is Student 1: Yes. I think so too. courageous? Student 2: Why do you think so? Student 2: Yeah. I don’t think I would go in the lake. Student 1: The lake looked dirty. Student 2: And cold.

Using ELP Standards Level Descriptors to Interpret Student Work Step 3 Identify strategies to support student needs 1. Use the identified level (and perhaps the next level) to provide student with formative feedback 2. Use the identified patterns to plan for instructional changes 3. Identify resources to support next steps

Planning Instructional Changes & Strategies More turn building and Pattern evidence from the book to support the students’ claims Strategy Stronger and Clearer Interview Grid Activities Debrief Circle

Strategy Stronger and Clearer • Interview Grid – Students will have a grid to take notes – Students have a conversation with different partners to build and borrow ideas and language – Goal for students to make their answers stronger each time

Strategy Stronger and Clearer • Debrief Circles – Inner circle and outer circle – Teacher provides prompt – Teaching Channel Video: https://www.teachingchannel.org/videos/students -reflect-on-learning-exl

Guiding Question How can educators interpret student work using the ELP Standards Level Descriptors? Resources • Guide for Interpreting Student Work • ELP Standards Level Descriptors • Alternative Organization of the Standards • Stronger and Clearer resources

Reflection Questions 1. What lingering questions do you still have about using the ELP Standards Level Descriptors to interpret student work? 2. In what venues (e.g. professional learning community, grade-level planning meetings, individually) can you imagine using this process? 3. How would you change or adapt this process based on your context/school/classroom?