Student Work Expectations and Exemplars

One of the most important strategies for teachers to implement in their classroom is posting student work with high-quality feedback for improvement. This is an instructional non-negotiable for both Lyon Academy, and SLPS. Page 39 of the Faculty and Staff handbook outlines the expectations for posting student work. The following comes directly from the handbook:

1.  Bulletin boards should remain current, maintained for attractiveness, reflect unit themes, slogans, academic program focus, and informational display of student work.

2. Completed bulletin boards should have scoring mechanisms (scoring guide, grading scale, etc.) and the required SLPS Project Description sheet posted.

3. Posted student work should be standards-aligned, reflect higher-order thinking skills (DOK 3 & 4), and be process-oriented. Exit slips, fill in the blank/multiple choice worksheets, coloring pages, or student notes should not be posted.

4. Bulletin boards should be updated as requested by administration according to the deadlines provided to staff at the beginning of the year.

The following links are for important documents to assist teachers with student work. Download these forms as needed. 

SLPS Project Description Sheet
Student Work Analysis Protocol
Lyon Academy Student Work Feedback Form

Here are a number of excellent postings from around the building that can be used as exemplars for the next student work deadline in September. 

Ms. Pocost's students created ecosystems and presented them in the form of an Instagram post. 

Ms. Smith's students captured their learning from A Long Walk to Water in the form of a foldable. 

Ms. Andrews differentiated her assignment for students to achieve the same learning outcome. 

Ms. Cychowski's students created graphs and charts to model representations of data. 

In Pre-K, Ms. Walker had students create pictures to describe their experiences of the first day of school. 

Ms. Richardson asked students to create a story from looking a at a picture and created a simple check-minus, check, check-plus rubric. 

Ms. Salmo gave students an opportunity for them to practice their learning from their most recent Making Meaning Vocabulary unit. 

Ms. Wolfenden's students practiced making text-to-self connections with their IDR books. 

Ms. Kempf's students used a creative graphic organizer to show what they did over the summer.