Quality Work Protocol Summary Sheet

School Name MAELS

Date of
June 2015
Protocol
Participant In Department Teams
s
1. Rebecca Colchamiro - 8th Grade ELA and Grade team lead
(Name and 2. Veronica Montanez - 8th Grade ELA/SS
Role)
3. Dina Albert - 6th Grade ELA
4. Lisa Kliesch - 6th Grade ELA and Grade team lead
5. Liz Bengels - 7th Grade ELA
6. Leandra Lockwood-Toronto - Instructional Guide
7. Francine Lista - 7th Grade Science
8. Jeannie Krueger - 8th Grade Science
9. TinaMarie Marra - Assistant Principal
10.
Louise DeMeo - 6th Grade SS
11.
Nurea Selami - 8th Grade SS
12.
Nicole Balesteriere - 7th Grade SS
13.
Jamie McGeady - 7th Grade Math and Grade team lead
14.
Nicole Fitzgerald - 8th Grade Math
15.
Joe Pasternack - 7th Grade Math
16.
Joyce Terzakos - 6th Grade Math
Based on todays protocol, what conclusions did you draw about the
level of quality displayed in the student work?
Students are able to make connections to big ideas and concepts by thinking
deeply about the context. Through evaluation of complex texts and documents,
students then demonstrate their understanding through evidence based writing.
Additionally, we discussed how we can improve the authenticity of our student
work. We would like to work on developing tasks that more closely mirror those
of professionals.
Based on todays protocol, what conclusions did you draw about the
tasks and scoring tools that teachers are designing?
We discussed how our tasks are well structured and specific, which guides our
students drive for accuracy In some tasks and rubrics are focused on
craftsmanship.. For example, including Commit to Quality Habit of Success on
the rubric, as well as asking for multiple drafts of work. Our Scoring Tools(i.e.
rubrics and checklists) need to be in more student friendly language, scaffold
horizontally, and streamlined for common language and format.
Based on these conclusions, what goals and action steps did you
determine?
Goal
Action Steps/Dates
Authenticity-

-Begin to explore reading and writing from the

Products and
Projects need to
crafted to be more
authentic and
1.
written for a specific
audience
2.

perspective of a professional in the field of study. For

example, students are asked to think like a historian or
scientist.
Create a list/menu of different writing pieces that can be
completed that allow for authenticity and maintain the
integrity of the content.
Explore various avenues in unit plans to determine where
authentic assignments can be supplemented.
3. Engage in consultancy around tasks and rubrics for high
quality work
4. Incorporate experts/professions as a support for
developing authentic products.
5. Use experts in our community to identify an audience for
authenticity and community service.

Craftsmanship - 1. Create common rubrics to share within the department,

and where appropriate across content areas. (Determine
Common Rubrics
who will take the lead on this in Sept.)
2. Scaffold rubrics for each grade level
3. Use team time to revise common rubric language/criteria
Which student work, representative of school-wide quality, will you be
archiving from this protocol?
1. Battery Task
2. Mars Lander Design Journal
3. Imperialism Performance Task