top of page
Amplify Bull Horn Background.png

AMPLIFY

LEARNER

VOICE

through Culturally Responsive and Sustaining Assessment

 

Paul J. Bloomberg • Kara Vandas • Ingrid Twyman • C. Isaiah McGee • Vivett Dukes • Rachel Carrillo Fairchild • Connie Hamilton • Isaac Wells

Amplify Learner Voice cover ƒ.jpg

Online Appendix

The chapter resources below will help you implement the Amplify Learner Voice through Culturally Responsive-Sustaining Assessment Framework. Click on a resource to download or watch! 

 

Resources consist of PDFs, Microsoft Word templates, and

YouTube videos.

Ch. 2

> Formative Tool 2.1. Equitable Grading Letter to Parents-Caregivers: Read this letter from Dr. Josh Kunnath, HS English teacher in Bakersfield, CA, to see how he connects to the caregivers-families of his students.

> Formative Tool 2.2. Partnering with Families and Caregivers Interview: Consider using this interview protocol to learn more about your students from the people who know them best.

> Formative Tool 2.3. Asset-Based Questions for Students, Families, and Caregivers: Using asset-based questions when getting to know our students creates stronger partnerships with families and caregivers.

Ch. 3

> Formative Tool 3.1. Student Perception Surveys: Consider adapting these interview questions and surveys to find out how your students perceive themselves as learners.


> Formative Tool 3.2. Learning Habit Interview: Consider using this “learning habit” interview protocol to help frame each learner’s disposition strengths. 


> Formative Tool 3.3. Boulevard Elementary’s Learner Profile Story: Principal Mike Jenkin’s story about how Boulevard Elementary engaged in the work.


> Formative Tool 3.4. Unpacking Dispositions for Clarity: Consider using the dispositional tools to cultivate clarity of your school's selected learning dispositions.


> Formative Tool 3.5. Language Frames to Support Habits of Learning: Check out the language frames and stems to support practicing the language of learning with multilingual learners.


Formative Tool 3.6. Cultivating a Culture of Openess: Principal Paul Martuccio shares how The Public School 13 in D31-NYC DOE cultivates a culture of openness.


> Formative Tool 3.7. Building Social Awareness: Learn how Staten Island Tech is responsive to students by their focus on building social awareness from NY Secondary Principal of the Year, Mark Erlenwein. 

Ch. 4

> Formative Tool 4.1. Questioning Interview: Consider using this interview protocol to help students learn more about the role questioning plays in learning and the strengths they are bringing to school that they may not even be aware of.

Ch. 5

Formative Tool 5.1. Strategies to Build Relational Trust: Reference these resources to explore strategies for building relational trust with learners.


> Formative Tool 5.2. Accountable Talk Stems and Frames: Consider using these Accountable Talk question stems and frames. There are also leveled Accountable Talk question stems and frames for multilingual learners. 


> Formative Tool 5.3. Stoplight Rubrics: Check out these example stoplight rubrics. Keep in mind that all rubrics have been co-constructed with learners. 


> Formative Tool 5.4. Translanguaging Examples:  Here are some examples of translanguaging with multilingual learners.


> Formative Tool 5.5. Visual Checklists: Multiple examples of checklists using visual icons. 


> Formative Tool 5.6. Feedback Language Support: Check out this tool for giving and receiving feedback to support multi-language learners. 


> Formative Tool 5.7. Lab Report Checklist.


> Formative Tool 5.8. Students as Critical Friends: Learn how Principal Paul Martuccio and the award-winning team from The Public School 13 in D31-NYC DOE creates conditions for students to be critical friends through peer assessment.

Ch. 6

> Formative Tool 6.1. Peer Feedback Stems and Frames for Multilingual Learners: Use this resource to support all learners, especially multilingual learners, as they engage in peer feedback.  


> Formative Tool 6.2. Fourteen Methods for Co-Constructing Success Criteria: This tool builds on the content of chapter 5 and lists fourteen methods for co-constructing success criteria with students. 


> Formative Tool 6.3. Learning Progressions.


> Formative Tool 6.4. Show What You Know: Check out the list of creative ways that learners can show what they know. Keep in mind that the success criteria for a cluster of standards can be adapted to any real-world product or performance.


> Formative Tool 6.5. Family and Caregiver Letter: Read this letter from Dr. Josh Kunnatch, High School English Teacher in Bakersfield, CA to caregivers and families explaining the equitable grading practices and policies he uses to give quality feedback to students. 


> Formative Tool 6.6. Opportunities for Success: Students get multiple opportunities to succeed and prove their learning at Staten Island Tech. Learn about the mission of the Staten Island Tech Restorative Assessment Center from NY State Secondary Principal of the Year, Mark Erlenwein.


> Formative Tool 6.7. Equitable Grading Practices: Learn about Staten Island Tech's focus on equitable grading practices by New York State Secondary Principal of the Year, Mark Erlenwein.

Ch. 7

> Formative Tool 7.1. Social Emotional Learning and Assessment: Learn about how the award-winning, The Public School 13 in D31-NYC DOE, integrates SEL into the assessment experience from Principal Paul Martuccio.

Ch. 8

> Formative Tool 8.1. Dispositional Learning Tools: Many learners are not aware of the dispositions they have already developed. Investigate these surveys, inventories, and discussion starters as ways to determine what dispositions learners are bringing with them and to draw their attention to dispositions in themselves and others.


> Formative Tool 8.2. Language Support for Ambitious Goals: This tool provides examples of language support that can be used to ensure multilingual learners can engage fully in setting, monitoring, and reflecting on personal, ambitious goals.


> Formative Tool 8.3. Scaffold for Multilingual Learners This tool addresses specific considerations and scaffolds for multilingual learners. These thoughts and suggestions can improve the experience of learners and ensure they have access to skills and support in Table 8.3.

 

> Formative Tool 8.4. Task, Process, and Self-Regulatory Feedback in Practice: It is important for students to know the types of feedback they need based on where they are in the learning process. Consider using this tool to connect each type of feedback to the success criteria of learners’ product or performance.


> Formative Tool 8.5. Envisioning Success Template: Envisioning success is a simple but powerful tool for strengthening goal-setting and focusing practice. A template matching the example in Table 8.5 can be accessed in Chapter 8 online tools.


> Formative Tool 8.6. Integrating Language Proficiency Standards: This resource demonstrates how language proficiency standards can be integrated with content standards. A brief narrative explains the examples and how you might adapt this process in your class or course.


> Formative Tool 8.7. Unpacking for Clarity Examples: Explore these examples of unpacked standards to see how the process can generate deep clarity for educators.


> Formative Tool 8.8. Main Idea Progression Using English Language Development Standards: This tool matches success criteria of language acquisition levels and main idea to form a more complete progression of the skills and understanding multilingual learners need to develop to be successful.


> Formative Tool 8.9. Getting Started with Surface, Deep, and Transfer Learning: This tool is meant to add more clarity to your understanding of surface-level, deep, and transfer-level learning. It combines suggestions for a few quick steps to get you started, with the shift to teaching and learning for transfer with examples of criteria and tasks organized into surface, deep, and transfer levels.


> Formative Tool 8.10. Multi-Modal Practice for Language Learning: One way to support all students, but multilingual learners in particular, is to engage them in multi-modal practice. Check out this tool to see how students might practice the skill of determining which details are relevant through modalities. 


> Formative Tool 8.11. The TCC Equitable, Viable, and Coherent Curriculum Checklist: This checklist was developed in collaboration with consultants and educators from The Core Collaborative learning network to serve as a guide for evaluating and improving curriculum. 

> Formative Tool 8.12. Differentiated Assessment and Learning Progressions: This sample of resources from The EmpowerED Learner eToolkit demonstrates how assessment and practice can be differentiated across a learning progression. Read the menu to see how the progression of skills and understanding and examine the example tasks to see what is required of students at key points along their learning path. 


> Formative Tool 8.13. Goals and Practice Interview: Consider
using this interview protocol to help students better understand and
internalize the impact of deliberate practice on their learning in and out of the school setting.


> Formative Tool 8.14. Explore these Google slide goal setting tools to advance learner agency from the Empowered Learner Toolkit by Paul Bloomberg, Isaac Wells, Latoya Yakatally, Danielle DiCapua, Starr Sackstein, Gina Burt and Kristen Eveland.


> Formative Tool 8.15. Learning Menus can be designed using a learning progression to personalize learning with students. They also ensure voice and choice in the learning process. Check out these example menus and tasks  from the Empowered Learner Toolkit by Paul Bloomberg, Isaac Wells, Latoya Yakatally, Danielle DiCapua, Starr Sackstein, Gina Burt and Kristen Eveland.

Ch. 2
Ch. 3
Ch. 4
Ch.5
Ch. 6
Top of the Page
Ch. 7
Ch. 8
bottom of page