RIDGECREST

CASL

LEARNING IS THE EXPECTATION

HOME OF THE RAMS

CASL Research
More than 150 elementary and secondary teachers in 15 high needs schools from three different districts indicated that CASL is a powerful professional development system that positively affects teachers thinking and practice, along with student learning. Teachers met every two to three weeks and focused on student work.

BENEFITS TO STUDENTS
The most important benet of collaboratively analyzing student learning is that at-risk students learn more. 90 percent of students followed in a two year span showed improved learning in the work samples.

What is CASL
CASL is the Collaborative Analysis of Student Learning. It is a process of working together with colleagues from different grade levels, or from different content areas, to focus on student learning through student work. Teachers meet in groups, develop their own being a scientist (action research) hypothesis, and chose several students to follow throughout the year. The meetings are designed to test new approaches to teaching, and to measure student learning from the analysis of student work.

BENEFITS TO TEACHERS
A two year study indicated that 95% of teachers found the CASL the best form of professional development they have received. It also increased teachers satisfaction with collegial relationships.

BENEFITS TO STUDENTS Include improved student learning, and increased student clarity about intended outcomes.

BENEFITS TO TEACHERS includes commitment and condence in ability to promote student learning.

Analytical and reective inquiry skills (e.g., examining multiple factors and perspectives when analyzing a situation. Professional knowledge of content understanding, student development and learning, pedagogy, assessment design and interpretation, and contextual factors. Alignment among classroom standards, instruction, and assessments. Collaborative expertise, and awareness and self assessment.

The process for answering the question What I can I do to make things better?

RIDGECREST WAY
Participating the CASL will allow Ridgecrest staff the opportunity to practice doing things the Ridgecrest Way.

The process of conducting the CASL is very familiar to all of us. It is a mixture of PLCs and CFGs. Here is a quick break down of the process: 1. Brainstorm and select an area you would like to focus on this year to improve student learning. It can come from the CEL 5Ds and Teach Like A Champion. 2. Create a purpose for you to focus on during this time. 3. Thinking about students who challenge you, or perhaps outliers, come up with a hypothesis. 4. Determine the materials you will use. This includes teaching materials and student learning materials. For example, are students keeping portfolios of writing? What major assessments or performance task will students be required to do that illustrate their learning?

Be Respectful Be Responsible Be Kind Be Safe

5. What is your unit plan and goal? In other words, what are the procedures for student learning? 6. What work samples from students will you bring to the CASL meetings? What is the data you will be using? 7. What is the data telling you and your group? What can you change in your instructional practice? What can you change in the work you assign? What will change in your procedures. 8. Conclusion. What have you learned?

CASL IT IS A CFG AND A PLC

The CASL process is a lot like a CFG. We will be meeting with different people from different grade levels. This will allow us to have a variety of experiences and expertise when looking at our student work. Likewise, this will help build our school community. The goal will also be to meet with people who we dont work with on a daily basis. CASL is also like a PLC. During our work, we will be searching for answers to the questions, What do we expect our students to know? How will we know when they have learned it? What do we do when they do not learn it? and What do we do when they already know it? In addition, this can be fun. How often do teachers get to drive their own professional development, and satisfy their own professional inquiries?

Opportunities are ne ver lost? Thats because som eone will always ta ke the ones you missed.
It s a fu nn y th in g ab ou t life...if you refuse to accept anything but the best, you very often get it.
Everyone is gifted-but some pe op le ne ve r op en th ei r package! Never be afrai d t something new. Re o t r y member, a m a t e u rs b u i l t t h e a rk . P ro f e s s i o n a l s b uilt the Titanic.

The CASL Protocol

Overview: This protocol focuses on an examination of all student work produced during a narrow time period by a sample of students in a particular school or district. Other Uses: The Vertical Slice Protocol can be used for a variety of purposes, depending entirely on what the group engaged in the slice wants to know. It can be used to help educators understand students perceptions of the school, some aspect of a problem or issue, how rigorous classroom work is, how interdisciplinary curriculum functions, and so forth. Number of Participants: 1-100+ Time required: 1 to 4 hours. May best be accomplished by having multiple meetings. Steps: Part 1planning meeting: The planning meeting involves either the entire group that will be participating in analysis or a representative group. The steps for the planning meeting are as follows: Step 1: Determining the purpose of the Slice (up to 15 minutes) Step 2: Determining a Guiding Question Related to the Purpose of the Slice (up to 15 minutes) Step 3: Determining How Student Work is to Be Obtained (up to 15 minutes). Each group will need to think of its own needs and design its own type of student work to collect. Here are some examples: One students work throughout one day A sample of work from randomly chosen students in one grade on one day A sample of work from randomly chosen students across grades on one day As sample of work from one randomly selected student in the same grade in each of several schools Samples reecting work from students at certain socioeconomic levels or levels of English uency Samples of work from students enrolled in special education courses, AP courses, art classes, and so forth Samples of work from students who are intensive, above benchmark, or present a academic particular challenge.

Step 4: Identify Other Aspects of the Word to Be Collected (up to 15 minutes). These aspects include the following: What the sample will consist of (e.g., work on paper, videos, artwork, photos, journals, audiotapes, student logs/reections) Whether the context of the work will be examined in addition to the work itself (e.g., the assignment, the instruction leading up to the assignment, whether or not students worked together or individually) Whether the work will be anonymous or identied Step 5: Deciding on the Duration of the Slice (up to 15 minutes). Although slices usually consists of a days worth of work, consider collecting during a particular hour or certain period of the day; alternatively, consider examining work that has been collected over a longer period of time (a week, for example) and then randomly selected for the analysis. Be careful not to collect too much work. Step 6: Attending to the Logistics of the Collection Process (up to 15 minutes) Answer these critical questions: Who will collect the work? If random selections are to be made, who will make them? How will parents be informed of the process? Do they need to give permission for the school to analyze their students work, even if the student remains anonymous? Organize the collection. If selecting at random from the collection, do so at this point. Make copies of the work so that everyone has the same nal collection. Establish a time and place for the analysis and distribute this information to those involved. Gather refreshments and tools for analysis (paper, and pencil, laptops, etc). Decide on facilitator. Step 7: Determining How the Analysis will be Conducted (up to 15 minutes). Will participants scan all of the material and then focus on representative pieces? Will the dialogue be Socratic? Will groups be large or small? Step 8: Determining Questions to Ask During the Protocol (up to 15 minutes). Here are some examples from the National School Reform Faculty: What evidence is there that students develop and apply essential knowledge and silks in challenging and meaningful ways? What evidence is there thatgaps exist within the curriculum? What evidence is thereof redundancy or unnecessary overlap within the curriculum school wide? What evidence is there that the student work builds on individual learning styles and skill levels of students and fosters student self-expression? What evidence is there that lessons encourage students to develop and apply problem-solving abilities? What essential skills and prociencies in language arts, social studies, and mathematics are being applied or developed through the student work? What evidence is there that individual learning styles and skill levels are being incorporated into the lessons? What evidence is thereof thematic connections being made across the curriculum?

 What essential skills and prociencies in language arts and mathematics are being applied or developed throughout the student work? Part 2Analysis (suggested time 45 minutes to 1 hour) Step 1: Preparation (up to 15 minutes). The facilitator establishes norms, facilitates introductions, and explains the process, and the presenter revisits his or her hypothesis, focus, and the context of the work. If the group is large, the facilitator breaks the whole group into smaller groups for the purpose of analysis. The facilitator briey describes the parameters and methodology of the protocol. The facilitator presents the guiding questions for discussion. Step 2: Examining the Work (up to 50 minutes) Participants examine the work and take notes in silence. Small groups may examine different blocks or evidence in order to cover all the work presented. Step 3: Discussion (Up to 90 minutes) If the group is large, the facilitator leads one group in the discussion, using previously introduced norms, while the other groups silently take notes. Participants in each group share their thoughts about guiding questions and about any other questions that might have arisen during their examination; they also attempt to identify themes or trends. The process is repeated until each group has had a chance to lead the discussion. With each round, the discussion should become deeper as participants build on what they have heard. Step 4: Framing Answers (up to 55 minutes). The whole group works together to frame some answers to the guiding questions and to questions designed during the planning process. Step 5: Debrieng (up to 15 minutes). The facilitator leads the whole group in debrieng. What have participants learned through this process, and why? What could be improved? The group identies potential next steps for deepening the student work related to the guiding questions. Critical Elements: Guiding questions that are clear and focused. The questions under Step 8 of the rst part of the process are clear and focused. A clear being a scientist purpose from the teacher. Building Leadership Team member facilitating each CASL group.