ACE STRATEGY

1. ACE STRATEGY ACE THOSE ANSWERS!!

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. TEST PREP How can I prepare my students for the State Test?

5. The trend in national standards-based testing is to remove the ability for kids to guess their answers! *They are being required to provide evidence for 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. NMSBA Multiple Choice 70% of the test 50% of the scoring weight Open-Ended Questions 30% of the test 50% of the scoring weight

7. The New Standards Based Assessment NEW MEXICO Test architecture Scoring weight Grades 3-9

8. Scoring weight = 48% Scoring weight = 48% 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% • OE (short response) = 10 items • OE (extended response) = 5 items

9. Scoring weight = 46% Scoring weight = 46% The new Standards Based Assessment, Reading • Grade 6 • MC = 42 items Scoring weight = 54% • OE (short response) = 10 items • OE (extended response) = 5 items • Grade 7 • MC = 46 items Scoring weight = 54% • OE (short response) = 10 items • OE (extended response) = 5 items

10. Scoring weight = 46% Scoring weight = 46% The new Standards Based Assessment, Reading • Grade 8 • MC = 48 items Scoring weight = 54% • OE (short response) = 10 items • OE (extended response) = 5 items • Grade 9 • MC = 47 items Scoring weight = 54% • OE (short response) = 10 items • OE (extended response) = 5 items

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. Scoring weight = 48% Scoring weight = 51% The new Standards Based Assessment, Math • Grade 3 and Grade 4 MC = 47 items Scoring weight = 52% OE (short response) = 17 items for grade 3 18 for grade 4 OE (extended response) = 3 items • Grade 5 MC = 51 items Scoring weight = 49% OE (short response) = 18 items OE (extended response) = 4 items

13. Scoring weight = 51% Scoring weight = 52% The new Standards Based Assessment, Math • Grade 6 • MC = 54 items Scoring weight = 49% • OE (short response) = 17 items • OE (extended response) = 4 items • Grade 7 • MC = 51 items Scoring weight = 48% • OE (short response) = 17 items • OE (extended response) = 5 items

14. Scoring weight = 52% Scoring weight = 51% The new Standards Based Assessment, Math • Grade 8 • MC = 53 items Scoring weight = 48% • OE (short response) = 17 items • OE (extended response) = 5 items • Grade 9 • MC = 52 items Scoring weight = 49% • OE (short response) = 16 items • OE (extended response) = 5 items

15. 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

16. Scoring weight = 41% Scoring weight = 41% The new Standards Based Assessment, Science • Grade 6 • MC = 51 items Scoring weight = 59% • OE (short response) = 9 items • OE (extended response) = 4 items • Grade 7 • MC = 55 items Scoring weight = 59% • OE (short response) = 9 items • OE (extended response) = 4 items

17. Scoring weight = 42% Scoring weight = 42% The new Standards Based Assessment, Science • Grade 8 • MC = 54 items Scoring weight = 58% • OE (short response) = 8 items • OE (extended response) = 5 items • Grade 9 • MC = 52 items Scoring weight = 58% • OE (short response) = 8 items • OE (extended response) = 5 items

18. READING

19. ACE Strategy A…Answer the question! C…Cite evidence from the text! E…Expand your answer!

20. ACE Strategy A…Anotar la respuesta C…Contar evidencia del texto E…Extender tu respuesta

21. Short Answer Responses Name: Pablo 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.

22. STRATEGIC GOAL: All students will get a 3 on their reading questions by May 2007! 11 We can ACE it! Answer=1 point Cite=1 point “Say why” Expand=1 point “Tell more” GOAL: In 5 weeks we will all be able to get a 2 on our story questions. PRE-K Class Week 1 Week 2 Week 3 Week 4 Week 5

23. How am I doing on ACEing my reading quizzes? ________________ GOAL

24. ACE IMPROVEMENT PLAN FOR READING

25. How are we doing in meeting our ACE goal in 2nd period Social Studies? Student’s Score Answer Answer& Cite Answer Cite & Expand GOAL: All students will make a 3 on our extended response questions by May 2006

26. How are we doing in ACE..ing our extended responses in Language Arts? A – Answers the question C – Cites evidence from the text E – Expands the answer *Percentage of students who are meeting ACE expectations

27. OPEN-ENDED RESPONSES *You may receive a total of 3 points per answer *Use the ACE strategy….A-Answer the question C-Cite evidence from the text E-Expand your answer High School Literature

28. ACE IMPROVEMENT PLAN Name Jorge Martinez Date:Feb.14th Subject: Literature,2nd period PLAN:I need to improve how I respond to open-ended questions so 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. ANCHOR PAPER What kind of girl was Goldilocks? A…Goldilocks was a very naughty little girl. C…I know she was naughty because she broke in the Bear’s house, ate their food and broke their chairs and stuff. That’s illegal and you could go to jail if you got caught. E…I bet Goldilocks’ mom is going to be mad at her when she gets home. She might get sent to time out. I have been naughty a few times. Sometimes I get caught and sometimes I get away with it.

30. 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 past mistakes. 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. I would rather be hurt than have no loyalty. ANCHOR PAPER Answer-RedCite-BlueExpand-Green

31. 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 respuesta C…Computar su trabajo E…Explicar como resolvio el problema For Math

35. NMSBA RUBRIC FOR OPEN-ENDED ITEMS IN MATH Answer Compute Explain

36. NMSBA RUBRIC FOR OPEN-ENDED ITEMS IN MATH KID LANGUAGE Answer Compute Explain

37. KID-FRIENDLY 4 POINT RUBRIC • 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 thinking • has 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.

38. PRIMARY MATH EXAMPLE Rubric Score 4-Advanced How 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 I mad the ekwshun. Thas how I got my ansur.

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 players and 3 on injured reserve. How many players are in the NBL at any one time? Rubric Score 4-Advanced 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

41. NMSBA Rubric Score_4__ First Grade Example Standard: Number Sense and Operations. Grade Level Indicator: Understanding the meaning of numbers Question: Pick any 5 numbers from 1-10. Show how many apples would make each number? Explanation: I drod the nmbz I pict ffrst tin I mad the apls to go wet the picchur ov it I chk my wrk bi conteng the apls to be sur.

42. Name: Elena Grade: Kindergarten Score…4, Advanced ACE…..your math questions 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? 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”

43. 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. Is our class improving on Extended Response Tests in Math? GOAL: All students in our class will score a 3 or 4 on the math rubric by May 2007!

45. HOW MANY STUDENTS ARE MEETING OUR ACE GOAL? “MATH” PROBLEM SOLVING GRAPH ACE IT GOAL

46. GOAL: All 7th grade math students will “ACE” our math questions by getting a 3 or 4 on our math rubric. We will all accomplish this goal by the end of the semester. WEEK Problem Terrific Harvest Height Tale of Gears Sink or Tiles Dinner Dilemma the Scale Swim

47. Jimmy Carter MS “MATH” PROBLEM SOLVING GRAPH GOAL

48. Jimmy Carter Middle School Class Plus/Delta after 4 weeks + ∆ • 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

49. Things that have “WORKED” with kids *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)

50. You will need to designate the following for Your team… *Facilitator *Recorder *Reporter ACTIVITY *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.