 Geared to those who facilitate adult learning, Communities for Learning Fellows created these protocols to explain specific and practical processes for using student data to inform instruction and improve learning. A Guide for District Analysis of State Assessment Data Developed by Jeanette Atkinson, this protocol uses a case study of one upstate New York district's use of a protocol for unpacking state test data to inform and improve instructional practices. The protocol answers the questions: "What do standardized assessments tell districts about student performance and instruction?" and "In what ways can instruction be changed specifically to address these identified student needs?" and is a useful resource for staff developers and instructional leaders.
How do Writers Write? Teachers everywhere are working toward strengthening student writing. One component of this work demands that teachers understand the writing process from the inside out so that they can effectively guide their students through it. In this professional development prototype titled, How Do Writers Write?, teachers construct and deepen their understanding of the writing process in order to more effectively guide their students through the process. As teachers carry their own writing through the various stages of the process, they reflect upon and refine their classroom practices. Vicki DeRue shares many teacher-centered approaches and strategies for helping teachers to design tasks, lessons and assessments that maximize the use of process in the classroom.
How Does Classroom Assessment Practice Affect Student Writing? This action research protocol focuses on the power that explicit criteria and self-assessment can have on student performance in writing. Using the NYS ELA writing task, it provides impressive qualitative and quantitative data that supports the practice of engaging students in identifying and using criteria to improve the quality of their writing.
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