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This workshop is part of Literacy Design Collaborative.

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What’s the best way to ensure reading and writing assignments for K-12 students are standards-driven–across all disciplines?

LDC is helping to build better teachers, coaches, curriculum, and schools to improve student outcomes. In this LDC Collaborative, Assessing Standards: How to Find Evidence in Student Work, LDC practitioners Heather Sampselle and Angela Schoon share ways that teachers can effectively connect standards to classroom-tested writing prompts and then to student work. 

Our practice is based on LDC’s curriculum alignment system, which guarantees that teachers can learn a simple looking-at-student-work technique that they can immediately apply in their daily practice.

This system combines: Rigor, by ensuring that students in all subject areas are working and producing the level of quality needed to be College- and Career-Ready; Instruction, by providing a guaranteed curriculum for students: instruction that is driven by standards and consistent across grade levels and discipline areas; and Systems Alignment, by bring harmony to the disparate initiatives at work in every school in ways that set students and educators up for success: curriculum, formative assessment, instructional planning, and delivery that is measurably aligned.

Join us and have an opportunity to try LDC’s curriculum alignment system yourself. And then get ready to use it in your own practice with your own student work. 


  • During our first workshop sessions, we’ll share an overview of how using a curriculum alignment system helps guarantee standards-driven reading-and-writing assignments for K-12 students across all disciplines. You will learn a simple looking-at-student-work technique in which you connect standards to student writing that results from rigorous writing assignments. You will also learn how to “code” sample student work for evidence of alignment to targeted standards, and discover implications for your daily practice.
  • Following this session, you’ll have the chance to apply the technique to writing that you have gathered from you own students. You will have access to resources to guide you, if necessary.
  • During the second session, you’ll be able to share student work coded for standards-alignment. You will be encouraged to share your takeaways and ask questions of one another. You will also be guided to related techniques you can use to see the full connection between standards, writing prompts, and student work.

In both workshops, you will have the chance to explore professional learning experiences available on LDC CoreTools. You’ll learn about tools, resources, and learning experiences available there—resources that you can use to improve curriculum with measurable results for teacher learning and student equity. We encourage you to set up a free account with LDC at

Participants who attend and complete the work of both sessions will receive a six-hour Certificate of Completion from TeachingPartners. Additionally, for a limited time all participants will be provided with access to the “Find & Teach” and “Analyze Standards” courses on LDC CoreTools. These LDC courses build upon the professional learning content of this workshop. If you choose to do so, you can complete the work of these courses to earn addition Certificates of Completion from LDC.

Heather Sampselle

Heather is is a passionate and forward-thinking lover of education. She spent ten years teaching elementary students in grades 1-6 in the private and public school setting. Mrs. Sampselle has developed literacy-rich curriculum that crosses discipl... Full Bio

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Session One: How to Find Evidence in Student Work

Welcome to the archive of our first session of the LDC Collaborative, Assessing Standards: How to Find Evidence in Student Work, hosted LDC practitioners Heather Sampselle and Angela Schoon.

As you review this first session, please consider these driving questions:

  • When you provide your students with a writing assignment and when you score their work, what are you guaranteeing for your students?
  • When you score and provide feedback on student writing, in what ways do you do so with standards in mind?
  • When you design a writing prompt for students or provide them a preexisting one that you’ve selected, what do you do to ensure that it aligns with standards?
Session Two: How to Find Evidence in Student Work

We’re looking forward to seeing you on March 1st.

As you get ready to join this second session, please consider these driving questions:

  • What did you notice students did well?

  • What did you notice students struggling with?

  • Were you able to find evidence of the thinking demands of the standards or instructional goals in the student work?

  • Did you find that students practiced that thinking with independence and competence? What kind of evidence tells you this?

  • How does this impact your decisions about the future assignments students will do in your classroom?