Transcript Document

Alicia Hunter
Principal
Farristown Middle School
Success Criteria
• Three Articles—Comparing to define quality
– Read and discuss
• What are the characteristics (criteria) of a good piece?
• Be specific
• Determine 3-5
Your turn
What did you do this summer?
What did you want to do this summer?
http://www.youtube.com/
watch?v=Qnh-jVSNLoc
Share…and Listen
Can you identify Success Criteria in your
partner’s writing?
http://www.youtube.com/watch?feature=p
layer_embedded&v=lCxq6vjAvWs
Our Journey
Student work
Chapter 9
Model
Implement
Model
Implement
Expectations meet reality
Success Criteria
in Action
Writing
Reading
What makes a
good group?
Math
Testing
Behavior
Health—On Demand Writing
Success Criteria
What else?
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Music videos
QR codes
Artwork
Science labs
Highlight reels (Lebron shooting a 3)
?
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Evaluations
• Administrative
• Peer--Feedback 
• Student Voice
Component
3c

Engaging
Students in
Learning


Ineffective
Developing
The learning tasks  The learning tasks 
and activities,
and activities are
materials,
partially aligned
resources,
with the
instructional
instructional
groups and
outcomes but
technology are
require only
poorly aligned
minimal thinking
with the
by students,
instructional
allowing most to
outcomes or
be passive or
require only rote
merely compliant.
responses.
 The pacing of the
lesson may not
The pace of the
lesson is too slow
provide students
or too rushed.
the time needed
to be intellectually
Few students are
engaged.
intellectually
engaged or

interested.
Accomplished
Exemplary
The learning tasks 
and activities are
aligned with
instructional
outcomes and
designed to
challenge student
thinking, the result
being that most
students display
active intellectual
engagement with
important and
challenging
content and are 
supported in that
engagement by
teacher
scaffolding.
The pacing of the
lesson is
appropriate,
providing most
students the
me ti

needed to be
intellectually
engaged.

Virtually all
students are
intellectually
engaged in
challenging
content through
well
designed
learning tasks and
suitable
scaffolding by the
teacher and fully
aligned with the
instructional
outcomes.
In addition, there
is evidence of
some student
initiation of
inquiry and of
student
contribution to the
exploration of
important content.
The pacing of the
lesson provides
students the time
needed to
intellectually
engage with and
reflect upon their
learning and to
consolidate their
understanding.
Students may have
some choice in
how they
complete tasks
and may serve as
resources for one
another.
Component
Ineffective
3d

Using
Assessment
in Instruction

There little
is or no 
assessment or
monitoring of
student learning;
feedback is absent
or of poor quality.
Students do not
appear to be
aware of the
assessment
criteria and do not 
engage in self
assessment.
Developing

Assessment is
used sporadically
by teacher and/or
studentsto
support
instruction
through some
monitoring of
progress in
learning.
Feedback to

students is
general, students
appear to be only
partially aware of
the assessment
criteria used to
evaluate their

work, and few
assess their own
work.
Accomplished
Exemplary

Assessment is
usedregularly by
teacher and/or
students during
the lesson through
monitoring of
learning progress 
and results in
accurate, specific
feedback that
advances learning.
Students appear
to be aware of the
assessment

criteria; some of
them engage in
self-assessment
Questions,

prompts,
assessments are
used to diagnose
evidence of
learning.

Assessment is fully
integrated into
instruction
through extensive
use of formative
assessment.
Students appear to
be aware of, and
there is some
evidence that they
have contributed
to, the assessment
criteria
Students self
assess and
monitor their
progress.
A variety of
feedback, from
both their teacher
and their peers, is
accurate, specific,
and advances
learning.
Questions,
prompts,
assessments are
used regularly to
diagnose evidence
of learning by
individual
students.
Student Voice Survey
• My teacher respects my ideas and suggestions
• My teacher wants us to share our thoughts
• Students speak up and share their ideas about class work
• My teacher gives us time to explain our ideas
• My teacher wants me to explain my answers –why I think what I think.
• In this class we have to think hard about the writing we do.
• My teacher pushes everybody to work hard.
• My teacher pushes us to think hard about the things we read.
How?
• Talk about what makes a successful
classroom/work
• Use models of excellence (2-3) as appropriate
• Determine criteria (small groups, whole class)
• Students use criteria to do work