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Lockport City School District

Lockport City School District. Understanding and Teaching with the CCLS Day Two. Facilitated by Angela Stockman, WNY Education Associates stockmanangela@gmail.com. Morning Reflection.

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Lockport City School District

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  1. Lockport City School District Understanding and Teaching with the CCLS Day Two Facilitated by Angela Stockman, WNY Education Associates stockmanangela@gmail.com

  2. Morning Reflection • Please take some time to reflect on the questions at your table individually. Then, prepare to share your thoughts with the group. We will return to these same prompts at the end of the day and you will be asked to describe how your thinking is changing.

  3. Today’s agenda • Reviewing our progress • Addressing emerging needs • Considerations for quality rubric design and effective use of rubrics • Revisiting the Six Big Shifts • Designing a CCLS Lesson • Demonstrations of Close Reading and Higher Level Questioning • Lesson Plan Design • Peer Review

  4. Considerations forQuality Rubric Design

  5. POPULAR PRACTICES AND IDEAS ABOUT RUBRICS • Rubrics are about quantity, evaluation and grades. • Everything that isn’t points-based needs a rubric. • Rubrics are used by teachers to evaluate final products. • Quality rubrics can be found online, in textbook series, and at SED websites. • Rubrics are static documents that define what students must do to get an A,B, C, D or 1, 2, 3, 4. • My highest performing students should be submitting work that is at the highest level of my rubric. The highest level of my rubric defines grade level expectations. • The lowest levels of my rubric define what struggling learners aren’t doing. • Rubrics stifle creativity and create ceiling for students. • I am required to give grades and this prevents me from using rubrics as developmental learning tools.

  6. BEST PRACTICES AND BELIEFS ABOUT RUBRICS • Rubrics are about quality, assessment, and growth. • Rubrics are used for authentic tasks. • Rubrics are for students. They use kid-friendly language. They help students goal set and monitor progress. • Quality rubrics are the result of collaborative writing processes, classroom testing, and revision. • Rubrics are living documents that articulate what we are learning about quality. They define a path that enables learners to arrive in that place. • My rubric should provide my highest performing students a pathway toward improvement. It is rare for a learner in my room to be at the highest level of the rubric that I use. The highest level on my rubric may not be grade level appropriate performance. • The lowest levels of my rubric define what someone who is new to the task can do. • The highest levels define work that is innovative, unexpected, and new. My students help me create this definition. • I use rubrics as developmental learning tools, and I know how to assign points in ways that are fair when I am asked to generate grades.

  7. Assessment vs. evaluation

  8. When Do I Use a Rubric? If your goal is to provide answers to the following questions, a checklist or scoring chart may be the best assessment tool: • What do I need to do to pass? • What do I need to do to get an A? • What do I need to do to make you happy? • What will you be counting as you read my work? • What are the minimum components I need to make sure I have? • Are you looking for a particular response as my evaluator? One approach? One right answer? --Jennifer Borgioli, author of the Quality Rubrics Wiki: http://qualityrubrics.pbworks.com

  9. When Do I Use a Rubric? If your goal is to provide answers to the following questions, a rubric is probably the best fit: • What does quality look like for this task or process? • What does "better" look like so I can I revise my work without waiting for your feedback? • What does it look like when a beginner does this type of project or task? A master? • What does it look like to break the rules or be creative for this type of work? How will I know if I'm "breaking the rules" or doing it wrong? --Jennifer Borgioli, author of the Quality Rubrics Wiki: http://qualityrubrics.pbworks.com

  10. How Can You Make This Rubric Your Own? Add to it (but don’t take away) Explore it with learners piece by piece rather than overwhelming them with the whole (cut it up)! Use it to frame your feedback Teach your students to provide criteria-specific feedback Share it beside anchor papers, multiple models, and examples. Compare and contrast. Invite students to look at models of high quality products and use what they learn to enhance our rubric draft.

  11. Aligning Best Practice with the Draft of Your Rubric Does Your Rubric: • Align to grade level standards? • Align to the measurable outcomes of the task? • Use language that kids could understand? • Define quality rather than quantity for an authentic task? • Place grade level expectations at the beginning or developing levels? • Speak to what is present in learners rather than what is missing? • Use language that is respectful and encouraging? • Enable teachers to provide learners high quality feedback? • Enable learners to self-assess, monitor progress, and continually revise?

  12. What Do You Remember of the Six Big Shifts?

  13. An Introduction to Close Reading andStrategies that Support Higher Level Questioning

  14. Lesson Planning and Peer Review

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