Public School 155

319 East 117th Street New York, NY 10035

Tel: 212-860-5885 Fax: 212-860-5856
Email- mtorres144@schools.nyc.gov
Marcia Torres, Principal

Looking at Student Work Protocol

1. Participants will examine specific student work samples, class data, subgroup
data, or other data samples. The data set being analyzed should be determined
before the start of the meeting to ensure all participants are prepared.

2. Each participant is given a note-taking graphic organizer. Quietly and individually,

participants will write down observations about the data. These observations must be
free of inference, speculation, or judgment. These observations are factually based from
objectively examining the work sample. Each observation starts with the phrase, “I
notice that…”. Time alloted will be 5 minutes.

3. In turn, each participant reads aloud one new observation that has not yet been
shared, each time beginning with the phrase, “I notice that….” The note-taker records
the responses on the meeting agenda. After the last participant shares one new
observation, the first participant offers a second new observation and the process
continues until all observations have been shared aloud, without discussion. Time
alloted will be 5 minutes.

4. Each participant moves to the next column in the note-taking graphic organizer and
quietly writes three suggestions or question-statements based on any observations
heard in Round 1. These comments attempt to offer possible explanations for the
observations or pose suggestions for pursuing additional data. No attempt should be
made to solve the problems that surface; the intent is to gain insights into what the work
samples imply. Each comment starts with the phrase, “I wonder why….” or “I wonder
if…” “I wonder how...” Time alloted will be 5 minutes.

5. In turn, each participant reads aloud one new thought that has not yet been shared,
each time beginning with the phrase, “I wonder ….” The note-taker records the
responses on the meeting agenda. This process continues as in Round 1 until all
speculations have been shared aloud, without discussion. Time alloted will be 5
minutes.

Public School 155

 316 East 117th Street New York, NY 10035
Tel: 212-860-5885 Fax: 212-860-5856
Email- mtorres144@schools.nyc.gov
Marcia Torres, Principal

6. This is the most important part of the process. Participants discuss what has
been shared and possible causes, connections, and links to classroom instruction and
note other additional data that may be needed. Participants must write at least two
implications for classroom practice in the meeting agenda. Teachers are expected to
use these implications and adjust their instruction accordingly.
February 15, 2022
Round 1- Noticings Round 2- Wonderings Round 3- Link to
Classroom
Instruction
Consider these questions:
How can you change classroom
practices based on noticings?
What are you going to teach?
How are you going to teach it?
When are you going to teach it?

*I notice that… *I wonder why…

* I see… *Our next steps are…
*I observe… *I wonder how…
*We need to…
*I wonder if…
*In the classroom we will…
3rd Grade
There is more growth in
reading than math.
There was some growth
in math.
I notice that red
levels decreased
drastically
(Proficiency levels 9%
to 44% in reading)
I notice that in both
reading and math
students made significant
gains in terms of moving
from below to on grade
level
I notice that in Math, 3rd
grade scholars moved
from 0 percent on grade
level to 9 percent!
I wonder what pedagogical
Start incorporating longer
moves 3rd grade did to
passages. Read
make such huge strides.
independently every day.
Cannot just be “response
I wonder what was done
to literature”. Has to be
differently in instruction
meaningful & specific.
guided reading? RTI?
Comprehension work in
I wonder what I can do to
small groups using state
help students reach their
exam questions
fullest potential?
Demonstrating
I wonder what moves were
comprehension through
made in ELA, but didn’t
writing. Integrate short
transfer to math?
writing responses. Have
students write before they
I wonder if there is use of
speak.
manipulatives in math?
Use iReady MyPath
I wonder if teachers are
more comfortable

Public School 155

316 East 117th Street New
York, NY 10035
Tel: 212-860-5885 Fax: 212-860-5856
Email- mtorres144@schools.nyc.gov
Marcia Torres, Principal
I notice that the teaching?
strength for the third
grade is their reading

I notice that third grade

improved in reading and
in math.

I noticed that students

improved their
proficiency levels by
35%. Awesome! On the
other hand, there was
only a 9% increase in
the math area.

Domains in order:
1. Algebra
2. Numbers & Ops
3. Measurement and
Data
4. Geometry

Domains in order:
1. Phonological
Awareness
2. Phonics
3. High-Frequency
Words
4. Vocabulary
5. Comprehension
(Lit & Info)

4th Grade I feel that the NYS ELA

Create a pacing calendar
Very little progress in exam is first and a priority.
reading (6% increase) to ensure all content is
& math (3% increase) taught.

I noticed fourth grade I wonder what strategies

improved in reading by Expose them to word
6 percent and in math can students use to help
three problems every single day.
them improve.
More practice is key.

After the math test, grades

 Public School 155
316 East 117th Street New
York, NY 10035
Tel: 212-860-5885 Fax: 212-860-5856
Email- mtorres144@schools.nyc.gov
Marcia Torres, Principal
points. I wonder what standard are
must start teaching the
I noticed 6% growth in they struggling with the
reading and 3% growth next content level (5/2/22).
in math most in reading and math ?
Use iReady MyPath
I notice that 4th grade I wonder what I can do in
scholars moved up in both reading and math that
both reading and math would help improve both
but not making large subject areas
significant gains
I wonder if they play math
I notice that the gap is games? Could this improve
being closed from red math scores?
to yellow but not
yellow to green I wonder why ELLS are
scoring lower than
monolingual students?
Similar to 3rd grade,
there was also more I wonder why SWDs are
growth in the reading scoring lower than general
area and a smaller education students?
increase in math.
I wonder if the teachers are
using station teaching.

5th Grade:
I wonder what 5th does for
I notice that 5th grade *Must expose them to
scholars improve from 4 their math block?
to 18% in reading and 4 vocabulary words in ELA
to 14 percent in *Fluency
mathematics *Lesson
*Continue center work in
I noticed 5th grade had *We Do
more growth in the mathematics (clear you
middle of the year by 10 *Centers (based on group
percent in math. Also do with learning target,
made growth in reading. needs & always
after doing the we do
I notice that grade teacher-led small group)
level performance students move into their
increased a lot in center groups)
reading. *iReady my Path
10% increase in math. *Use iReady assigned
lessons focused on
I wonder what strategies
vocabulary for the
 are used to support
center.
students during math?
*Use iReady MyPath
I wonder what domains

Public School 155

316 East 117th Street New
York, NY 10035
Tel: 212-860-5885 Fax: 212-860-5856
Email- mtorres144@schools.nyc.gov
Marcia Torres, Principal
I noticed that the 5th they need more support
grade made more gains in?
in Math than reading. *Vocabulary
*Numbers & Operations
Fifth grade is improving
in both content areas.