Ace open ended rubric strategy

1

ACE STRATEGY

ACE THOSEANSWERS!!

2

Purpose:Gain an understanding of the ACE (Answer-Cite-Expand) method of developing and evaluating short answer, extended written responses

Expected Outcomes:• Understand the role of the ACE Strategy in helping students

‘show they know or can do’ the learning standards and how that might effect performance on the NMSBA

• Strategies for engaging students in using the ACE Strategy in a variety of subjects to demonstrate learning in a short answer, extended written response.

• Ability to use the rubric use as a learning process measure

• Strategies for assisting students in identifying the ACE Strategy as a personal action step for improving personal learning processes.

• Leave with a clear, step-by-step plan for implementation in the classroom.

3

Purpose:Understanding and implementing use of the ACE rubric method of scoring open-ended questions in a classroom using a continuous improvement system.

Expected Outcomes:• Rationale for using the ACE rubric to organize and score open-

ended questions.• Understand the rubric’s role in facilitating and measuring

learning of the standards • Understand how ACE is used differently in math than in other

subjects.• Ability to align the rubric’s use as a measure for a strategic

learning goal.• Ability to help students demonstrate application of their

learning by consructing effective answers to open-ended questions.

• Ability to develop personal action plans for using the rubric with on-going cycles of PDSA.

4

How can I preparemy students for the

State Test?

TEST PREP

5

The trend in nationalstandards-based testing is to remove the ability for kids to guess their answers!

*They are being required to provide evidencefor how they got their answers

*Tests are looking for application of learning*A great deal of effective writing is being required

of our students.

6

NMSBAMultiple Choice

70% of the test50% of the scoring weight

Open-Ended Questions30% of the test

50% of the scoring weight

7

The New Standards Based Assessment

Test architecture Scoring weight

Grades 3-9

NEW MEXICO

8

The new Standards Based Assessment, Reading

• Grade 3 and Grade 4– MC = 39 items Scoring weight = 52%

– OE (short response) = 10 items

– OE (extended response) = 5 items

• Grade 5– MC = 42 items Scoring weight = 52%



Scoring weight = 48%


9



– OE (short response) = 10 items– OE (extended response) = 5 items





10








11

Instructional Prep for Reading

• Testing pattern consists of:– Read the passage– Answer the questions– Prepare short or extended narrative

responses• Responses that score highest reference

the passages

12

The new Standards Based Assessment, Math

• Grade 3 and Grade 4MC = 47 items Scoring weight = 52%

OE (short response) = 17 items for grade 3

18 for grade 4

OE (extended response) = 3 items

• Grade 5MC = 51 items Scoring weight = 49%

OE (short response) = 18 itemsOE (extended response) = 4 items



13








14









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Instructional Prep for Math

• Testing pattern consists of:– Read the problem– Examine the data (numerical, graphs, etc.)– Select answer choice or complete the graphic– Prepare narrative responses

• Responses that score highest reference the rules of mathematics and/or the data in the problem and provide a logical rationale for solving the problem

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The new Standards Based Assessment, Science

• Grade 6 – MC = 51 items Scoring weight = 59%






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The new Standards Based Assessment, Science

• Grade 8 – MC = 54 items Scoring weight = 58%






18

READING

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ACE Strategy A…Answer the

question!C…Cite evidence from

the text!E…Expand your answer!

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ACE Strategy A…Anotar la respuesta C…Contar evidencia

del texto E…Extender tu

respuesta

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Short Answer Responses

Story Date A C E PointsBig Ben Nov. 3 Not Yet Not Yet Not Yet 0Polar Bear

FloatsNov. 7 X Not Yet Not Yet 1

Who’s Your Momma?

Nov. 11 X X Not Yet 2Ten Apples Up on Top

Nov. 14 X X Not Yet 2Where Have You Been?

Nov. 18 X X X 3

When answering short answer responses, use the ACE strategy:

*A – answer the question*C – cite evidence from the story*E – expand your answer

**You may receive a total of three points for each response. You need to keep track of your progress by recording your score on the grid. Put an on your score for each assignment.

…means the student could perform the expectation.

Name: Pablo

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10

9

8

7

6

5

4

3

2

1Week 1 Week 2 Week 3 Week 4 Week 5

STRATEGIC GOAL: All students will get a 3 on their reading questions by May 2007!

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GOAL: In 5 weekswe will all be able to get a 2 on our story questions.

We can ACE it!Answer=1 pointCite=1 point“Say why”Expand=1 point“Tell more”

PRE-K Class

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How am I doing on ACEing

my reading quizzes?3…I expanded my answer…I added more.

2…I could cite evidence to support my answer

1…I answered the questionand got it right

X

0…I didn’t get the answer correct

Quiz 1 Quiz 2 Quiz 3 Quiz 4 Quiz 5 Quiz 6 Quiz 7 Quiz 8 Quiz 9 Quiz 10

________________GOAL

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PLANI want to improve my progress on ACEing my reading questions. I have had a score of 2 for the last 3 weeks and now I want a 3.

DOI need to focus on expanding my answers in ACE. I will write something about what I think will happen next in the story OR about how the story might remind me of something that happened to me.

ACT

x My plan worked

___I need a new plan

STUDY

Yea!! I finally got a 3. I know how to do this now and so I can just keep going. It helped a lot for my teacher to show us how to expand in a certain way.

ACE IMPROVEMENT PLAN FOR READING

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0%10%20%30%40%50%60%70%80%90%

100%

Quarter1

Quarter2

Quarter3

Quarter4

1

2

3

How are we doing in meeting our ACE goal in 2nd period Social Studies?

GOAL: All students will make a 3 on our extended response questions by May 2006

Student’s Score

Answer

Answer& Cite

AnswerCite &Expand

26

0102030405060708090

1stperiod

2ndperiod

3rdperiod

4thperiod

A

C

E

How are we doing in ACE..ing our extended responses in Language Arts?

*Percentage of students who are meeting ACE expectations

A – Answers the questionC – Cites evidence from the textE – Expands the answer

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Assignment Date A C E MyScore

PeerEvaluator

Score

Teacher Score

Macbeth,

Chpt. 3

Monday

Feb. 7 X 1 1Macbeth,

Chpt 4

Thursday

Feb 10 X X 2 1

QUIZFriday

Feb 11 1 Macbeth

Chpt 5

Tues

Feb 15 X X 2 2 Macbeth

Chpt 6

Thurs

Feb 17 X X X 3 3

QUIZFriday

Feb 18 2Macbeth

Chpt. 7

Tues

Feb 22 X X 2Macbeth

Chpt 8

Thurs

Feb 24 X X X 3 2

QUIZFriday

Feb 25 2

OPEN-ENDED RESPONSES*Use the ACE strategy….A-Answer the question

C-Cite evidence from the text E-Expand your answer

*You may receive a total of 3 points per answer

High School Literature

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ACE IMPROVEMENT PLANName Jorge Martinez Date: Feb.14th Subject: Literature,2nd period

PLAN: I need to improve how I respond to open-ended questionsso that I can improve my reading comprehension, class grade and my score on the SBA

DO: I am good at answering the questions, but I’m not used to supporting my answer from what I read. I need to cite evidence from the text “every time” that supports how I got my answer. I also need to expand my answer in a way that will add value to the writing and not just ramble on and on. I need to re-read my work daily and use the ACE scoring guide to help me. I should underline the different parts of ACE as I do them.

STUDY: I will re-check my plan in two weeks and see if it helped to bring up my score on the next ACE quizzes.

___My plan worked!___I need another improvement plan!

29

What kind of girl was Goldilocks?

A…Goldilocks was a very naughty little girl.

C…I know she was naughty because she broke inthe Bear’s house, ate their food and broke theirchairs and stuff. That’s illegal and you could goto jail if you got caught.

E…I bet Goldilocks’ mom is going to be mad ather when she gets home. She might get sent totime out. I have been naughty a few times.Sometimes I get caught and sometimes I get away with it.

ANCHOR PAPER

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What kind of person was Amir from The Kite Runner?

A…Amir was a chicken, but he was also a good person. He was not a very loyal friend, but he did have a conscience that bothered him.C…He was a chicken because he was too afraid to stick up for his friend Hassan because he Was only thinking of himself and how afraid he was of the bullies that were hurting Hassan. Then he framed Hassan for stealing his money so that he could get him to go away. He wanted him to go away because his conscience bothered him every time he saw him. He felt so guilty for what he did to Hassan that he thought about it for the rest of his life. But in the end, he rescued Hassan’s son from the orphanage to make up for his pastmistakes.E…I don’t think I could ever do that to my friend. I know I would help my friends, no matter what risk it would cause for me. Iwould rather be hurt than have no loyalty.

Answer-Red Cite-Blue Expand-Green

ANCHOR PAPER

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4 points 3 points 2 points 1 point 0 points

Conventions Language skills successfully support meaning; few if any errors in subject/verb agreement, modifiers, punctuation, capitals, or spelling

Language skills support the meaning; several errors in some or all of:

subject/ verb agreement, modifiers, punctuation, capitals, spelling

Mistakes in grammar, mechanics & usage render writing incomprehensible

Ideas

Organization

Addresses prompt

Stays fully on topic

Includes relevant information

Provides main ideas & specific, elaborated details that move beyond the obvious

Includes inviting intro, logical arrangement of ideas, & satisfying conclusions

Maintains a clear order with transitions between ideas.

Mostly address prompt

Stays mostly focused

Includes mostly relevant info

Has main idea, but details are general, obvious or brief

Includes intro, arrangement of ideas & conclusion; ideas may wander or be predictable

Provides some connection between ideas with few transitions

Addresses some of the prompt

Addresses a broad topic or focuses on a trivial point

Provides sketchy information that may be list-like

Begins or ends abruptly; arrangement of ideas is stilted or occasionally random

Rarely uses transitions

Addresses few parts of prompt

Severely digresses from topic

Includes much irrelevant information

No main ideas or does not support them; details may be repetitious

Begins abruptly with no intro or conclusion; there is little or no attempt to establish order

Does not connect ideas

Shows no evidence of purposeful organization

Is incoherent

Voice

Word Choice

Vocabulary

Sentence Structure

Conventions

Presentation

Engaging

Accurate, precise vocabulary that is appropriate for audience & purpose

Contains active/precise verbs

May use imagery, figurative or striking language

Fluent, easy to read

Effective sentence variety

Readable, neat, nearly error free

Occasionally engaging

Accurate but general word choice appropriate for audience/purpose

Use of precise and general words

Familiar vocabulary w/ some striking language

Generally fluent with occasional choppiness

Some variety of sentence beginnings, structures and length

Mostly readable & neat

Somewhat bland

General words that may include occasional errors in usage

Few active verbs, but most are imprecise or colorless (is, did, go)

Familiar vocabulary & phrases

Variety of sentence beginnings, structure, or length but rambling or choppy

Readable, but somewhat sloppy

Bland

Inaccurate or repetitive words choice that is occasionally inappropriate for audience and purpose

Passive, colorless, or imprecise verbs

Vague language or frequent cliches

Incomplete or rambling

Simple, repetitive sentence beginning, structures and lengths or many sentences combined needlessly

Some unreadable parts

Isolated words, phrases or random sentences

NM Standards-based rubric for Grades 4-9 Writing Prompt

**Evidence of planning(list, web, outline)…1 point awarded

No evidence of planning…0 points awarded

32

MATH

33

ACE Strategy A…Answer the

problem!C…Compute your

work!E…Explain how you got

your answer!

For Math

34

ACE Strategy A…Anotar la

respuestaC…Computar su

trabajoE…Explicar como resolvio

el problema

For Math

35

0 points *Gives an incorrect response with no work shown.

*Offers no mathematical understanding of the problem.

*Does not address the problem.

EMERGING

1 point

*Offers a correct solution to the problem with no supporting evidence, detail or explanation.

*Contains numerous errors in computation and reasoning that detract from the overall quality of the response.

*Provides vague interpretation to the solution/explanation, indicating little or no mathematical understanding of the task or concept.

NEARING

PROFICIENT

2 points

*Offers a partially correct answer that may contain flaws, indicating an incomplete understanding of the task or concept.

*May show faulty reasoning leading to weak answers or conclusions.

*May demonstrate a poor understanding of relevant mathematical procedure or concepts.

*May demonstrate unclear communication in writing or diagrams.

PROFICIENT

3 points

*Offers a generally correct solution, but contains minor flaws in reasoning or computation.

*Gives evidence that an appropriate problem-solving strategy was selected and implemented but may contain minor errors that detract from the overall quality of the response.

*Is clearly focused and well-organized but neglects some aspect of the complete solution.

*Lacks significant detail to convey thorough understanding of the task.

ADVANCED

4 points

*Offers a correct solution that is well supported by well-developed, accurate explanations.

*Gives evidence that an appropriate problem-solving strategy was implemented, but may contain minor errors that DO NOT detract from the overall quality of the response

*Is clearly organized and focused and shows a mathematical understanding of the task or concept.

*Contains sufficient explanation to convey thorough understanding of the problem.

NMSBA RUBRIC FOR OPEN-ENDED ITEMS IN MATH

Answer Compute Explain

36

0 points *My answer was wrong.*I didn’t show my work.

*I didn’t understand how to do the problem.

*I didn’t write anything.

EMERGING1 point

*I may have gotten the right answer, but didn’t show my work or explain anything.

*I made some mistakes and my reasoning wasn’t very clear and didn’t make much sense.

*I didn’t really understand the problem completely and couldn’t explain how I got my answer very well.

APPRENTICE2 points

*My answer may have been partly correct showing that I only understand part of the problem and how to get the answer.

*My reasoning isn’t exactly clear and my answer is weak. *I didn’t understand how to get the answer to this problem very well.

*I could only explain a little bit about the problem.*My writing doesn’t communicate how I got my answer very well.

PRACTITIONER3 points

*My answer is correct and my computation shows I mostly understood how to get the answer.

*My strategy for getting the answer was logical.*I may have made mistakes, but they were minor and didn’t detract from the quality of my work.

*My work is clear and focused but I may have left out a part of the explanation of my work.*I could have included more detail in my answer.

EXPERT4 points

*My answer is correct and clearly supported by detailed explanations.

*I used a great strategy.*I used high-level reasoning.*I used math rules to get my answer and explained them.

*My work and explanation is clearly organized, focused and shows a mathematicalunderstanding of the task or concept.*I explained ALL the steps for how I got my answer.

NMSBA RUBRIC FOR OPEN-ENDED ITEMS IN MATHKID LANGUAGEAnswer Compute Explain

37

Your ADVANCED score:

has enough details to show you understood the problem.is organized and complete.completely explains your ideas and math thinking.has a correct answer.**************************************************************

Your PROFICIENT score:

has some details to show you understood the problem.is mostly organized.explains your ideas and math thinking.has a correct answer.**************************************************************

Your NEARLY PROFICIENT score:

doesn’t have enough details to show you understood the problem.is unorganized and unclear.doesn’t clearly explain your ideas or math thinkinghas an answer that’s almost right.***************************************************************

Your EMERGING score:

showed no details.doesn’t make sense.has no explanation of ideas or math thinking.has a wrong answer.

KID-FRIENDLY 4 POINT RUBRIC

38

PRIMARY MATH EXAMPLEHow many legs do two cows and 3 chickens have?

A….14

C…

4 + 4 + 2 + 2 + 2 = 14

E… I droo the cowS and chix and then I cownted all the lags. And then Imad the ekwshun. Thas how I got my ansur.

Rubric Score4-Advanced

39

4 a. 11 4 b. 14 2 c. 12 2 d. 13+2

40

There are 29 NBL teams. Each team is allowed to have 12 active playersand 3 on injured reserve.How many players are in the NBL at any one time?

A…(Answer) 435 players

C… (Compute) or show your work

X = (12+3) 29 29 X = (15) 29 x15 X = 435 145 29_E… (Explain) in writing. 435

First, I figured out that each team was allowed to have 12 players plus 3 who were hurt and that equals 15 total players on each team. Then I multiplied the sum by 29 to get my answer of 435. I showed my work in an algebraic equation.OR…You could round 29 up to 30 and multiply by 15 to get 450. Then you would subtract a group of 15 from 450 to get the same answer…435.

SECONDARY EXAMPLE

Rubric Score4-Advanced

41

Answer Computation:

Explanation: I drod the nmbz I pict ffrst tin I mad the apls to go wet the picchur ov itI chk my wrk bi conteng the apls to be sur.

NMSBA Rubric Score _4__

Standard: Number Sense and Operations.Grade Level Indicator: Understanding the meaning of numbersQuestion: Pick any 5 numbers from 1-10. Show how many apples would make each number?

First Grade Example

42

Answer: Computation:

Explanation: Student told teacher… “I knew the answer because I have five fingers and that makes five cookies. I drew my hand and then I made my pretty fingernails and I made a cookie for each finger. I counted the cookies to check”

ACE…..your math questionsName: ElenaGrade: KindergartenScore…4, Advanced

STANDARD: Number Sense Grade Level “Power” Standard: One-to-One Correspondence:Marco has the same number of cookies as he does fingers. How many cookies does he have?

43

0%10%20%30%40%50%60%70%80%90%

100%

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

4

3

2

1

How are we doing in meeting our math goal?

GOAL: 100% of the students will achieve a 3 or 4 Rubric Score on our extended response questions by the end of the year.

44

0

10

20

30

40

50

60

70

Test 1 Test 2 Test 3 Test 4

Scoring 4

Scoring 3

Scoring 2

Scoring 1

Is our class improving on Extended ResponseTests in Math?

GOAL: All students in our class will score a 3 or 4 on the math rubric by May 2007!

45

“MATH” PROBLEM SOLVING GRAPH

Advanced

4

Proficient

3

NearingProficient

2

Emerging

1

Activity1

Activity2

Activity3

Activity4

Activity5

Activity6

Activity7

Activity8

Activity9

Activity10

GOAL

HOW MANY STUDENTS ARE MEETING OUR ACE GOAL?

ACE IT

46

The Number of Students with a 3 or higheron our weekly open-ended quiz.

0

5

10

15

20

25

30

Week

# o

f S

tud

en

ts

Series1 12 15 23 25 24 25

1 2 3 4 5 6

Problem Terrific Harvest Height Tale of Gears Sink or Tiles Dinner Dilemma the Scale Swim

GOAL: All 7th grade math students will “ACE” our math questions bygetting a 3 or 4 on our math rubric. We will all accomplish thisgoal by the end of the semester.

WEEK

47


Advanced

4

Proficient

3

NearingProficient

2 X

Emerging

1

Terrific Tiles

HarvestDinner

Height Dilemma

Tale of the Scale

Gears Sink or Swim

Connect It

GOAL

Jimmy Carter MS

48

+ ∆TEACHER EXPLAINS PROBLEM AND HELPS US UNDERSTAND

WE UNDERLINE IMPORTANT INFORMATION

RUBRIC

CHARTING OUR RESULTS IN DATA FOLDERS

READ AND RE-READ

2 DAYS TO COMPLETE PROBLEM

QUIET

BENCHMARK PAPERS

LOOKING AT PREVIOUS PAPERS TO LEARN FROM MISTAKES

PEER SCORING

TAKING OUR TIME

USING OUR TIME TO WORK ON THE PROBLEM

DO PROBLEM STEP BY STEP

WE NEED TO CONCENTRATE

BEING LAZY

NOT TAKING THE PROBLEMS SERIOUSLY

WE NEED MORE “P’S”

WE HAVE TO WRITE BETTER EXPLANATIONS OF HOW WE SOLVED THE PROBLEM

WRITE OUT EVERY STEP

PAY ATTENTION WHEN THE PROBLEM IS BEING EXPLAINED AND TAKE NOTES

WE NEED TO DO WHAT OUR “DO” SAYS ON THE PDSA

WE WANT TO WORK IN GROUPS TO PRACTICE

Jimmy Carter Middle School Class Plus/Delta after 4 weeks

49

*Post it in your room*Teach it to your kids*Remind them why it’s important*Have them use the check-sheets on each reading/writing assignment*Have them assess themselves regularly*Have them chart their progress*Use peer evaluators *Show “benchmark” papers…what it really looks like to make a 3.*Check on their scores periodically*Give a weekly “assessment”*Post the “class” data from the assessment*Attach a gimmick…(collecting ACE cards)

Things that have“WORKED” with kids

50

*Work with your grade level or department team*TOGETHER, brainstorm possibilities to answer the following…

*Are you already using ACE? If so, how?*If not, how could you use this rubric in your classroom or department?*How can it help you meet your class strategic learning goals*How might it help you with processes you are already using in your class?*How will you get your kids engaged in this process?*How will you use some of the materials presented?

ASSIGNMENT:*Make a sample PDSA chart that you think you could use in your class or department that would reflect learning toward ACE.*What tools would you use to monitor progress?

i.e. bar graph, stacked-bar graph, scattergram, line graph, other??

*Be ready to share your plans.

ACTIVITYYou will need to designate

the following for Your team…*Facilitator*Recorder*Reporter

51

*Work with your team*TOGETHER, brainstorm possibilities to answer the following…

*Are you already using ACE? If so, how?*Are you getting student achievement results from this strategy?*If so, how do you know?ASSIGNMENT:*Decide on a plan to deploy or further implement use of the ACE strategy at your school.*If not, how could you use this strategy in your school?*How can it help you meet your EPSS goals?*How might it help your teachers with processes they are already using in their classrooms?*How will you get your staff engaged in the use of this strategy? *How will you use some of the materials presented?

ASSIGNMENT:*Decide on a plan to deploy use of the ACE strategy at your school.*Be ready to share your plans with the group.

ACTIVITYYou will need to designate

the following for Your team…*Facilitator*Recorder*Reporter

52

ASSIGNMENT

PLAN

How will you use ACE

in your classroom?

DO

What will you do each

week for four weeks?

ACT

STUDY

How will you visually

monitor progress?

53

PLAN

I will implement the use of ACE in my class.

DOWeek 1…Give a baseline quiz, Post ACE, teach it to my kids, Give ACE assignments, establish a goal.

Week 2…Show anchor papers, use peer

evaluators, give 3 assignments, Give quiz.

Week 3…

Week 4…

ACT

STUDYHow are we doing?

What’s working?

What’s not working?

Wk. 1 Wk. 2 Wk. 3 Wk. 4

The kids will need to have input here.

What do we need to change in order to get better next week?

54

PLAN

We will implement the use of ACE in our classrooms.

DO*We will divide the stories in our reading series equally among us, starting with the book we are currently teaching.

*Each teacher will design an ACE lesson

for the stories assigned to us.

*We will COPY the lessons and share them among our team.

*Our students will then have an ACE assignment each week.

*We will monitor progress toward meeting a score of a 2 first and then move toward teaching students to expand and meet a score of a 3.

ACT


What’s working?


Wk. 1 Wk. 2 Wk. 3 Wk. 4


ELEMENTARY Grade Level “Team” EXAMPLE

55

PLAN

We will implement the use of ACE in our classrooms.

DO*We will first teach our students how to answer the question and site evidence from the text to support how they got their answers.

*After they have demonstrated learning of those two skills we will begin to teach them to effectively expand their answers.

*We will go through the language arts standards and divide them among us.

*Each teacher will take a standard and design 5 questions that will facilitate the use of that standard in the expansion part of ACE.

*We will share those lessons among our team so all students will benefit from the lessons.

ACT


What’s working?


Wk. 1 Wk. 2 Wk. 3 Wk. 4


SECONDARY “Language Arts” Team EXAMPLE

56

PLAN

We will implement the use of ACE into our math instruction.

DO*We will divide the math standards equally among us.

*Each teacher will design 1 ACE lesson for the standard assigned to us.

*We will COPY the lessons and share them among our team

*Our students will then have an ACE assignment for each math standard.

*We will use the NMSBA rubric to score these lessons,

making sure that we teach it to our kids.

*We will monitor progress toward meeting a score of a 3

(proficient) first and then move toward teaching students to construct advanced answers and meet a score of a 4.

ACT


What’s working?


Wk. 1 Wk. 2 Wk. 3 Wk. 4


MATH EXAMPLE“Teacher Team”

57

Connecting To CCI

58

Setting Classroom Learning PrioritiesPublishing and posting strategic learning

goals…

100% of our class will meet or exceed the 3rd grade math standards by May 2007…Our Measures:*Scoring 80% or better on our school SCA

Math Test*Scoring 80% or better on our Chapter Tests*Reaching a rubric score of proficient (3)

or higher on opened-ended math questions.

Mark’s strategic learning goal

Workbook Page 18

59

Create a graph for charting classroom learning results beginning with where the class is starting compared to where it needs to be. Chart this performance level as a percentage. This is called establishing the baseline.

Setting Classroom Learning PrioritiesCharting strategic learning results

3rd Grade Math Open-ended Assessment Results

0

10

20

30

40

50

60

70

80

90

100

1 2 3 4

Grading Period

% o

f cla

ss g

ett

ing

a 3

or

hig

her

on

th

e

Math

Ru

bri

c

Workbook Page 20

Mark’s chart of strategic

baseline data

60

Work with students to develop a class/course/program mission statement that aligns to learning requirements and reflects a commitment to closing the achievement gap.

Workbook Page 22

Mark’s class mission

statement and consensogram of commitment

Setting Classroom Learning PrioritiesDeveloping a Class/Course/Program Mission

Statement

Our class will work together to be ready for 4th grade. We will JUST DO IT!!

Our class will work together to be ready for 4th grade. We will JUST DO IT!!

Degree of Commitment to our Mission

0 1 2 3

61

3rd Grade Math Learning Goal100% of our class will meet or exceed the 3rd grade math standards by May 2007…

…as measured by… *Reaching a score of proficient (3) or

higher on our open-ended mathquestions.

3rd Grade Math Learning Goal100% of our class will meet or exceed the 3rd grade math standards by May 2007…

…as measured by… *Reaching a score of proficient (3) or

higher on our open-ended mathquestions.

3rd Grade Math PDSA Board

3rd Period Math Benchmark Assessment Results

010

2030

4050

6070

8090

100

1 2 3 4

Grading Period

Now he and his students are ready to use the Plan-Do-Study-Act

Cycle tofocus on the learning processes that

will help them achieve their goal.

Workbook Page 24

Our class will work together to be ready for 4th grade.

We will JUST DO IT!!

Our class will work together to be ready for 4th grade.

We will JUST DO IT!!

62

PLANOur learning target (standard)

for this week:

Identify the relationships among common factors and

multiples

We’ll take a quiz on Friday that lets us demonstrate our

understanding.

A score of 3 or better on our math rubric shows we

“Just Did It!”

PLAN - What do we plan to learn?

Workbook Page 26

Mark’s PLAN for Week 1

after baseline

quiz

63

DO - What will we do to learn it?

DONext week the teacher

will: Demonstrate how to score

our problems using the rubric.

Give us lots of examples of factors and multiples for

common numbers.• Let us do the problems in

groups Next week students will: Listen carefully when the

teacher shares examples “Buddy” score using the

rubric to score our daily problems.

Cooperate with our group

Ways to Learn Factors and Multiples

Practice

with a

buddy

Study the rubric so we know what it looks like

Show us more examples

Let us do

one on our

own then

we check

Don’t go

too fast

Let those who get it share how they do it

Work in a small group

Mark’s DO for Week

1

Workbook Page 28

64

+Strengths of our learning

processes

∆Changes we need to make

next week

The examples helped a lot We really like practicing with a friend to get used to using the rubric The group practice helped us

Our buddy scores weren’t that good, so we need more practice with the rubric. We think using manipulatives might help

Some were slackers in their group

STUDY - What do our results tell us?

Workbook Page 31

Rx

*More explanation on the rubric!*Get out & distribute the manipulaives!*Everyone needs to do their PART!

More of Mark’s STUDY

for Week 1

65

Answer: 1x12, 12x12x6, 6x23x4, 4x3

Computation:

Explanation: First I got 12 counters and I knew that was one group of 12. Then I divided the counters in half and that was 2 sets of 6. Then I put them in groups of 4 and that was 3 sets. Then I just reversed the numbers in each problem and got my answer.

NMSBA Rubric Score _4__

Standard: Numerical Concepts & Mathematical Operations.Grade Level Indicator:: #4… Identify the relationship among commonly encountered factors and multiples.

Question: What are the different factors of the number 12?

*MARK’S QUICK ASSESSMENT FOR THE WEEK

Anchor

Paper

66

ACT - What will we do differently next week?

OUR ACTION PLAN

We studied our results for this week, 9/1 to 9/5.

__We improved. ____ We did not improve.Next week our teacher will do the following things differently:

Let us work with him to develop a rubric for working with a groupKeep giving us examples of proficient on the rubric.Get the manipulatives out for us.

Next week students will do the following things differently:Use the Group Time rubric to make sure we aren’t slacking.Pass out and use the manipulatives to practice our problems.Keep working with the rubric to buddy-score

We will look at our new results next week to see if our plan worked!

ACT

Mark’s ACT for Week 1

Workbook Page 34

67

OUR CLASS GOAL100% of students will meet or exceed

learning of the 3rd grade math standardsMEASURE:

Meeting a score of 3 or higher on the math rubric

OUR CLASS GOAL100% of students will meet or exceed

learning of the 3rd grade math standardsMEASURE:

Meeting a score of 3 or higher on the math rubric

Comprehension Checks

0

10

20

30

40

50

60

70

8090

100

1 2 3 4 5 6 7 8 9

Week

Percentage of Students meeting GoalMark’s Data at the end of the quarter

68

TEMPLATES

69

Short Answer Responses

Story Date A C E Points

When answering short answer responses, use the ACE strategy:

*A – answer the question*C – cite evidence from the text*E – extend your answer

**You may receive a total of three points for each response. You need to keep track of your progress by recording your score on the grid. Put an x on your score for each assignment.

*Check means the student could performthe expectation.

70

Answer: Computation:

Explanation:__________________________________________________________________________________________________________________________________________________________

ACE…..your math questions NMSBA Rubric Score ____

Standard:_______________________Benchmark:_____________________Question:_____________________________________________________________________________________________________________________

71

How am I doing in ACEing my reading

quizzes3…I explained my answer…I added more.

2…I could cite evidence to support my answer.

1…I answered the question and got it right.

0…I didn’t get the correct answer.

Quiz 1 2 3 4 5 6 7 8 9 10

72

PLAN DO

ACT

___My plan worked

___I need a new plan

STUDY

ACE IMPROVEMENT PLAN FOR READING

73

Assignment Date A C E MyScore

PeerEvaluator

Score

Teacher Score

SHORT ANSWER RESPONSES*Use the ACE strategy….A-Answer the question

C-Cite evidence from the text E-Expand your answer

*You may receive a total of 3 points per answer

74

ACE Improvement PlanName_____________ Date____________Subject____________

PLAN:_________________________________________

DO:_______________________________________________________________________________________________________________________________________

STUDY:___________________________________________________________________________________________________________________________________

___My plan worked!___I need another improvement plan!

75

Passage to read…. Question to answer…

A______________________________________________________________________________

C______________________________________________________________________________

E______________________________________________________________________________________________________________________

ACE ASSIGNMENT

76


Advanced

4

Proficient

3

NearingProficient

2

Emerging

1

Activity1

Activity2

Activity3

Activity4

Activity5

Activity6

Activity7

Activity8

Activity9

Activity10

GOAL

77

________________________________________

ACE Score-___I answered the question…………………….___yes

___noI supported my answer from the text…..___yes___noI expanded my answer……………………………….___yes___noName____________________________________________________________

ACE Score-___I answered the question……………………………___yes___noI supported my answer from the text…..___yes___noI expanded my answer……………………………….___yes___noName____________________________________________________________

STUDENT SELF-EVALUATION OR PEER SCORING GUIDE

Education

Ace open ended rubric strategy