Rubric Training Workshop November 9, 2010

1. Rubric Training WorkshopNovember 9, 2010 Presented by Lloyd Brooks, Professor/Chair The University of Memphis

2. Presentation Adaptation • This presentation is adapted from a Train the Trainer Presentation constructed and presented by Dr. Gay Burden, CTE Division, State Department of Education, Nashville, Tennessee.

3. Clarification: Local Agreed Upon Performance Level • Tennessee’s 2010-2011 Agreed Upon Performance Level for 2S1 (Technical Skill Attainment) is 88.37%. • Each local system negotiates their own level of performance, which could be higher or lower than the state agreed upon level. • The numerator for 2S1 is the number of 12th grade concentrators who mastered 75% of the competencies in a course. • The denominator is ALL 12th grade concentrators who exited the system in the reporting year.

4. Monitoring Technical Skill Attainment using Competencies eTiger Nonattainment Report: • A course-level report showing percentage of students mastering 75% of the competencies in the class. • Percentage of students’ mastery is the number of competencies mastered divided by the total number of competencies in a course. • This Nonattainment Report is for local use only and was removed from the monitoring process a year ago.

5. Purposes of the Rubric • Facilitate student progression through a program of study • Facilitate student progress into industry and/or post-secondary education • Increase the reliability and validity of competency checklists • Increase teacher consistency in using competency checklists and rating student competencies • Generate electronic student and classroom data that can lead to instructional improvement Source: Tennessee CTE Rubric Vision Statement

6. “When this rubric is placed in the hands of teachers, we want them to say, ‘I wish I had this rubric last year because the competency checklist makes more sense and is more meaningful with the rubric.’” --Ralph Barnett, Assistant Commissioner Tennessee Career & Technical Education

7. Competency Attainment Rubric

8. CDE Division Rubric Web Sites • CTE Division: http://www.state.tn.us/education/cte/ad/rubric/cte_rubric.shtml • Competency Attainment Rubric: http://www.state.tn.us/education/cte/ad/rubric/doc/cte_rubric.pdf • Rubric Brochure: http://www.state.tn.us/education/cte/ad/rubric/doc/rubric_brochure.pdf

9. Rubric Three-Tier Change Process • Stage 1: Initiate the change—Introduce the Rubric to the participants. • Stage 2: Implement the change—Apply the tools and techniques of the Rubric. • Stage 3: Institutionalize the change—Establish accountability for continued use of the Rubric. Michael Fullan

10. eTiger and the Rubric • QUESTION: When will teachers be able to begin reporting in eTIGER using the new Rubric format?  • ANSWER: The 2010-2011 eTIGER data reporting system is ready to take the data. If your school system’s enrollment data has been reported to State EIS your classes of 2010-2011 will be listed. Click “School Course Listing”, select a class to open the class roster. Then select a number listed under “Course Standards” to open the rubric data entry screen. Please also refer to handouts of “Competency Attainment Rubric Data Reporting Steps” for the step by step instructions.

11. Rubric Process in Tennessee: • Stage 1: Initiate the change—Two pilot studies the past two years. • Stage 2: Implement the change—Apply the Rubric statewide in 2010-2011. • Stage 3: Institutionalize the change—Takes three to five years to reach this level.

12. Rubrics 101: • A rubric is a scoring scale used to assess student performance along a task-specific set of criteria. • What's the difference between analytic and holistic rubrics? • Analytic rubrics identify and assess components of a finished product. • Holistic rubrics, like the CTE Competency Attainment Rubric, assess student work as a whole.

13. Why use Rubrics? • Many experts believe that rubrics improve students' end products and therefore increase learning. • When teachers evaluate papers or projects, they know implicitly what makes a good final product and why. • When students receive rubrics beforehand, they understand how they will be evaluated and can prepare accordingly. • It takes the mystery out of mastery.

14. What are my instructional gaps?

15. Do I need to include all five categories in every assignment?

16. The Bigger Picture: An On-Going Process Instructional improvement occurs as teacher assignments are aligned with competencies with PROFICIENT in mind. Competency profiles were developed prior to the Rubric process. Future competency revisions and development will align with RUBRIC. RUBRIC COMPETENCIES STUDENT PERFORMANCE • Rubric defines a successful CTE student • Rubric is a cumulative assessment tool of student achievement of COMPETENCIES • Competencies define expectations in particular course • Competencies drive instructional practices & teacher assignments • Student work = Teacher assignment + formative and summative assessments • Teacher observation • Student behaviors • Student progress

17. Advanced Proficient Basic Below Basic Another Look at The Big Picture RUBRIC COMPETENCIES STUDENT PERFORMANCE Quiz 2 Knowledge Attainment Technical Skills Problem Solving Career Awareness Communication/Literacy … 5.5 Know something 5.7 Show something … Exam 1 5.6 Properly handle Welding gas cylinders. In-class Work Project 3 Improvement Teamwork

18. Advanced Proficient Basic Below Basic Determining Student Performance Level Quiz 2 Knowledge Attainment Technical Skills Problem Solving Career Awareness Communication/Literacy … 5.5 Know something 5.7 Show something … Exam 1 5.6 Properly handle Welding gas cylinders. In-class Work Project 3 Improvement Teamwork

19. Competency Attainment Rubric

20. Certification: The New Education Currency Source: Associated Press, Alan Scherzagier, “College for all? Experts say not necessarily.” May 13, 2010. “Scaglione (President and Chief Operating Officer of Work Force Development for ACT) suggested that nothing short of a new definition for educational success is needed to diminish the public bias toward four-year degrees. He advocates ‘certification as the new education currency - documentation of skills as opposed to mastering curriculum.’” “’Our national system is, 'Do you have a degree or not?' he said. That doesn't really measure if you have skills.’”

21. What a Tennessee high school counselor said about the article… “It hit me personally as my 24 year old son after 6 years in college decided not to finish to my dismay. (especially as a high school counselor who pushes postsecondary education). His passion was in the work world dealing with electronics. Is he happy... extremely! Is he finally financially independent... absolutely. Will he change his mind and regret his decision... I have finally come to realize it is his decision and not mine.”

22. What is Your Favorite Color What does you favorite color reveal about your personality?

23. Color Personality Online Test • Select the following URL and take the test to determine your personality traits based on your preferences for color choice • http://www.viewzone.com/luscher.html • http://www.prattandlambert.com/color/personality-quiz/interior/ • http://www.dajuana.com/your-color-personality.html

24. Five Minute Color Quizhttp://www.colorquiz.com/

25. Five traits that make up the essence of a person's personality: Openness: How open you are to experiencing new things? Do you enjoy learning new ideas and concepts or are you frightened of change? Conscientiousness: How dedicated you are? When you say you are going to do something do you follow through? Do you have a strong work ethic? Extraversion: How comfortable you are in the company of others? Do you prefer to be by yourself or in a crowd? Do you like to be the life of the party? Agreeableness: Do you try to get along with people or do you go out of your way to be contentious and start a fight? Neuroticism: How emotionally stable are you? Do you get upset over the little things, or do they roll off your back?

26. Team Introductions How do your color and personality traits impact your ability to train others?

27. A Tool and a Process

28. School Culture Watch out for: • Seagulls • Make a lot of noise and dump on everybody • Vampires • They suck the spirit out of a new initiative • CAVE People • Citizens Against Virtually Everything

29. The World is Flat Our nation is doomed if we do not deliver a rigorous and relevant education to every American child. ~Thomas Friedman

30. “... occupations that require only an associate’s degree or a postsecondary vocational award will likely grow faster than jobs requiring a bachelor’s or higher.” Catherine Rampell, July 13, 2009, Preparing Today’s Workers for Tomorrow’s Jobs, New York Times.

31. National Trends:Then and Now ~U.S. Bureau of Labor Statistics

32. The Old and New…

33. Not Everyone can be a Highly Effective Teacher, at least not all the time, everyday! The most important data in Marzano’s research is not on our previous chart:

34. Highly Effective Schools

35. Schools DoMake a Difference • An analysis of research conducted over a thirty-five year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds. Robert Marzano, What Works in Schools, 2003

36. Top 3 Things Teachers can do for Students: Especially students in poverty • Have High Expectations • Be Insistent • Show Support “If you can’t read at a ninth-grade level, you can’t make it out of poverty.” --Marie Carbo

37. Driving Student Success: • The teaching Roadmap: • Competency profile • Drives lesson plans, teaching strategies, and assessments • The students vehicle to success—what they need to know and be able to do • The Rubric is the GPS—tells you where you are on the road to success

38. The Rubric is… • A valid and reliable instrument that puts the assessment process in the hands of teachers • Raising the level of expectations in CTE • A definition of a successful CTE student • A tool to assess students and drive instructional improvement • A way to increase consistency in completing the competency checklists across the state • A part of the CTE plan to be a leader in high school redesign, the Tennessee Diploma Project, and our FTTT effort

39. Defining Proficiency & Basic Proficient • Meets post-secondary readiness standards. • Meets career readiness standards at entry level. Basic • Needs remediation at post secondary level. • Requires some supervision/additional training to meet career readiness standards. • Struggles using previous knowledge.

40. 1-Minute Writer 1. Work individually/use handout • Choose one of the writing prompts: • What is Rigor? • What Rigor is not. http://oneminutewriter.blogspot.com/

41. Rigor is not • Fifty sheets of homework • More worksheets for the student that finished

42. Rigor is not • Using the seventh grade textbook to teach • high performing sixth graders

43. Rigor is not • Cold and impersonal • Covering More material in a shorter period of time

44. Rigor is not • For selected group of students

45. Rigor is not More!

46. Webster’s Definition of RIGOR To be stiff; the quality of being unyielding or inflexible; a condition that makes life difficult, challenging or uncomfortable.

47. What is rigor? “Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.” Strong, Harvey F. Silver, and Matthew J. Perini

48. SREB: What is Rigor? Rigor is the expectation that students will be able to perform at levels of cognitive complexity necessary for proficiency at each grade level, and readiness for college and the workplace. Alignment of instruction and assessment with standards/objectives that are at those levels of cognitive complexity is a critical part of increasing rigor in schools. 48 48

49. Warm Up! Frayer Model What Does It Look Like in CTE Classrooms? What Does It Look Like Across the School? Rigor What Does It Look Like In CTE Assignments and Assessments? Ways CTE Directors Support It:

50. SREB Frayer Results • What Does It Look Like Across the School? • College/Career Readiness Focus • Common Policies • Clear, High Expectations, Clearly Communicated • Celebrating Academics • What Does It Look Like in CTE Classrooms? • Cognitively demanding • Using of Rubrics & Redoing for quality • Multiple opportunities to master competencies • Academics embedded in coursework • Work-based Learning Opportunities • Using professional/technical journals Rigor • What Does It Look Like In CTE Assignments and Assessments? • High level questions • Use of technical vocabulary, content • Literacy Focus • Projects and authentic problem-based learning that lead to industry certification • Use of technology • Ways CTE • Directors Support It: • Professional development • Time for teachers to work together • Collaborative protocols • Using walkthroughs to collect instructional data