CASA is a set of tools to be used to analyze student work to better determine why students perform at the level they do and to help better ensure that there is tight alignment between the written, taught, and learned curriculum. The goals of this training are to enhance teachers’ perceptions of all their students’ work, encourage depth of perception by demonstrating all that can be seen in a single student’s piece of work, and encourage conversation among teachers about what the work shows and how they can act individually and collectively in order to benefit their students. The key factors of this protocol for examining student’s work are:

  • Focus on open-ended assignments and performance tasks.
  • Suspend judgment long enough to look carefully and closely at what is actually in the work rather than what we hope to see in it.
  • Draw from the perspective of others to help us see aspects of the student and the work that would otherwise escape us.

Student-Engaged Assessment: Plan, Track, Respond

In an age of ever expanding accountability standards, complete and rich student diversity, and rapid globalization, the moral imperative of accurately diagnosing and responding to every student’s learning needs is an epic challenge. Teachers cannot and should not do it alone.

SEA is a one-day professional development module that provides teachers time to reflect and revise an existing instructional unit in order to strategically incorporate targeted assessments and engage students as partners in assessing and tracking their own learning. Teachers will leave the training with a unit of study that is ready for implementation and a process that they can follow individually or with their professional learning communities.

Based on some of the most respected research on planning, assessment, and engagement, SEA provides a structured workshop environment where teachers will:

  • Clarify the essential goals for the unit
  • Refine assessment tasks to ensure rigor and alignment
  • Incorporate time and strategies for unpacking quality criteria with students
  • Embed daily assessments (teacher-directed, peer, and self)
  • Design a system for data tracking
  • Anticipate where differentiation will be required