A framework to move from common core to classroom practice LDC Scoring Session PSESD - March 2014

1. A framework to move from common core to classroom practice LDC Scoring Session PSESD - March 2014 Adapted from Reach Associates and Literacy Design Collaborative *

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3. Outcomes • Understand the 7 elements and scoring used on the LDC Rubrics • Calibrate scoring • Collaboratively score student work • Use student work to revise and/or develop mini-tasks that meet needs of students and are aligned to instructional shifts and grade level demands of the Common Core • Look at next steps and new tools *

4. Tweet Up!

5. Norms • What are some working agreements you feel would help to make today successful? • Reiterate from last time or new ideas *

6. Get One Give One Three Instructional Shifts: 1: Building knowledge through content-rich nonfiction and informational texts 2: Reading and writing grounded in evidence from text 3: Regular practice with complex text and its academic vocabulary

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8. Silent Conversation *

9. Why Rubrics for Scoring? Should Congress repeal the ban on incandescent light bulbs set for 2014? After reading a variety of informational and persuasive texts, write an essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views. • Read the student’s final product. • Assign it a grade of A-B-C-D-F *

10. How did you grade this work?Why? *

11. LDC Rubrics – Scoring v. Grading • The LDC rubric is constructed for classroom use and to provide feedback to students and teachers. • It is for feedback. • It is not a summative rubric, as might be used in state exams to measure a set of absolute criteria. *

12. LDC Rubrics – Scoring v. Grading It helps students know… • expectations before the task is completed, • where their strengths and weaknesses are after the task is completed. *

13. LDC Rubrics – Scoring v. Grading • It helps teachers gauge the effectiveness of their instructional choices and delivery. *

14. LDC Rubrics – Scoring v. Grading • This rubric is designed for teaching that looks for progress, NOT failure. • No one fails. • Students use the feedback to improve - as do teachers. *

15. Basics on Rubric • Seven scoring elements • Four performance levels • Four correlating score points • plus mid-point scores *

16. Deconstruct the Rubric * Focus Controlling Idea Reading/Research Development Organization Conventions Content Understanding

17. Controlling Idea • Start with ‘3 – Meets Expectations’ • Similarities - Highlight the words that are included in every level of controlling idea. What do you see? • Differences - Underline the distinguishing words in every level of controlling idea. What is required for a student to improve their skills in this element? *

18. Organization • Start with ‘3 – Meets Expectations’ • Similarities - Highlight the words that are included in every level of controlling idea. What do you see? • Differences - Underline the distinguishing words in every level of controlling idea. What is required for a student to improve their skills in this element? *

19. Focus • Look at the ponds with ducks swimming in different patterns. • Use the Scoring Element Focus on your rubric to determine ascending order. • Write down the correct letter sequence. • Lacks focus • Focus is uneven • Clear, steady focus • Consistently strong focus * A B C D

20. C = Lacks Focus *

21. A = Focus Is Uneven *

22. D = Clear, Steady Focus *

23. B = Consistently Strong Focus *

24. Understanding Focus * C A D B “lacks focus” “focus is uneven” “clear, steady focus” “consistently strong focus”

25. Focus • How steadily and thoroughly does the student address the prompt? *

26. Is It Possible? • Could a student possibly earn a 4 for controlling idea and a 1 for focus? • Think of an example. *

27. Reading and Research • How does the student transfer relevant content from the reading materials to the writing product? *

28. Development • How thoroughly does the student provide and explain details in support of the controlling idea? *

29. Conventions • How much command does the student have over standard English conventions, cohesion, and sentence structures? • How appropriate are language and tone? • Are citations of sources appropriate? *

30. Conventions • On your handout, read Paragraphs A, B, C, D. • Assign a Conventions score to Paragraphs A, B, C, and D and provide a brief scoring rationale. • Discuss your scores and rationales with others at the table. *

31. Paragraph B Convention Score = 1 • Attempts to demonstrate a command, but lacks control in standard English conventions and cohesion • Spelling, grammar usage errors interfere with communication * Score = 1

32. Paragraph D Conventions Score = 2 • Uneven command in standard English conventions and cohesion • Sentence structure, grammar and mechanics begin to interfere with understanding • Many errors relative to complexity of sentence structures * Score = 2

33. Paragraph A Conventions Score = 3 • Solid control of sentence structure and standard English conventions • Appropriate language and tone • Few errors • Misspelling (incandescent) • Minor lapse in punctuation (apostrophe) * Score = 3

34. Paragraph C Conventions Score = 4 • Well-developed control of sentences • Maintains an effective tone • Intentional use of language • Consistent control of standard English conventions * Score = 4

35. Content Understanding • How firmly does the student grasp the relevant content? *

36. Scoring Principles • Know the rubric. • Trust evidence, not intuition. • Match evidence to language in the rubric. • Weigh evidence carefully’ base judgment on the preponderance of evidence. • Know your biases; leave them at the door. • Focus on what the student does, not on what the student does not do. • Isolate your judgment. One bad element does not equal a bad paper. • Resist seduction. One good element does not equal a good paper. • Recognize direct copy or plagiarism. • Stick to the rubric! *

37. Using the LDC Rubrics for Scoring Paper X 7 Elements at Tables Table Calibration * • Focus • Controlling Idea • Reading/Research • Development • Organization • Conventions • Content Understanding

38. Calibrating Scoring: Whole Group *

39. Grading • 3.5 • 2.0 • 2.5 • 2.0 • 4.0 • 2.5 • 2.0 • Total = 18.5 • 18.5 divided by 28 total points = .66 • 18.5 divided by 7 elements = 2.64 *

40. Reconnecting Conversation Section 4: What Results Questions to Ask Ourselves: • What instruction is needed? • What might be future mini -tasks? • What skills and instruction need to be considered in future modules? *

41. Reflecting on the Scoring Process and Scoring Student Work • Strengths noted student’s product? • Areas of weakness noted in student's product? *

42. Based on what you are noticing… • How can we revise mini-tasks based on rubric results? • Supporting students individually as well as whole class instruction. *

43. Mini - Tasks • Skill and Definition (what the student needs to be able to do) • Instructional Strategies (effective strategies to teach the specific skill) • Pacing (how long) • Prompt (what I will tell students they will do during the day’s instruction) • Product (authentic work sample from the day’s instruction) • Scoring (criteria defining to what degree students accomplish the day’s skill) *

44. Scoring Session • Use this time to work with in pairs or triads to collaboratively score student work. • Take note of a praise points for each product. • Suggest a teaching point for each product. *

45. Work Session *

46. LDC Updates • LDC.org • CoreTools *