ACE STRATEGY ACE THOSE ANSWERS 1 Purpose

ACE STRATEGY ACE THOSE ANSWERS!! 1

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. 2

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 openended 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 ongoing cycles of PDSA. 3

TEST PREP How can I prepare my students for the State Test? 4

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. 5

NMSBA Multiple Choice 70% of the test 50% of the scoring weight Open-Ended Questions 30% of the test 50% of the scoring weight 6

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

The new Standards Based Assessment, Reading • Grade 3 and Grade 4 – MC = 39 items – OE (short response) = 10 items – OE (extended response) = 5 items Scoring weight = 52% Scoring weight = 48% • Grade 5 – MC = 42 items Scoring weight = 52% – OE (short response) = 10 items Scoring weight = 48% – OE (extended response) = 5 items 8

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

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

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 11

The new Standards Based Assessment, Math • Grade 3 and Grade 4 MC = 47 items OE (short response) = 17 items for grade 3 18 for grade 4 Scoring weight = 52% Scoring weight = 48% OE (extended response) = 3 items • Grade 5 MC = 51 items Scoring weight = 49% OE (short response) = 18 items Scoring weight = 51% OE (extended response) = 4 items 12

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

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

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 15

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

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

READING 18

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

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

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. C E Not Yet Nov. 7 X Not Yet Who’s Your Momma? Nov. 11 Ten Apples Up on Top Nov. 14 Where Have You Been? Nov. 18 X X X Story Date Big Ben Nov. 3 Polar Bear Floats A Points Not Yet X …means the student could perform the expectation. 0 1 2 2 3 21

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 10 9 8 7 6 5 4 3 2 1 Week 2 Week 3 Week 4 Week 5 22

How am I doing on ACEing my reading quizzes? ________ 3…I expanded my answer…I added more. GOAL 2…I could cite evidence to support my answer 1…I answered the question and 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 23

ACE IMPROVEMENT PLAN FOR READING PLAN I 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. ACT x My plan worked ___I need a new plan DO I 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. 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. 24

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

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 26

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 High School Literature E-Expand your answer Assignment Date Macbeth, Chpt. 3 Monday Feb. 7 Macbeth, Chpt 4 Thursday Feb 10 QUIZ Macbeth Chpt 5 Tues Feb 15 Macbeth Chpt 6 Thurs Feb 17 QUIZ Tues Feb 22 Macbeth Chpt 8 Thurs Feb 24 QUIZ Friday Feb 25 Peer Evaluator Score 1 2 1 1 Friday Feb 18 Macbeth Chpt. 7 My Score Friday Feb 11 A X X C E X Teacher Score 1 X X X 2 3 2 2 27

ACE IMPROVEMENT PLAN Name Jorge Martinez Subject: Literature, 2 nd period Date: Feb. 14 th 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! 28

What kind of girl was Goldilocks? ANCHOR PAPER 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. 29

What kind of person was Amir from The Kite Runner? ANCHOR PAPER 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. Answer-Red Cite-Blue Expand-Green 30

NM Standards-based rubric for Grades 4 -9 Writing Prompt 4 points 3 points 1 point 0 points Language skills successfully support meaning; few if any errors in subject/verb agreement, modifiers, punctuation, capitals, or spelling Conventions 2 points 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 listlike 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 **Evidence of planning (list, web, outline) … 1 point awarded No evidence of planning … 0 points awarded 31

MATH 32

ACE Strategy A…Answer the problem! For Math C…Compute your work! E…Explain how you got your answer! 33

ACE Strategy A…Anotar la respuesta For Math C…Computar su trabajo E…Explicar como resolvio el problema 34

NMSBA RUBRIC FOR OPEN-ENDED ITEMS IN MATH Answer Compute Explain 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 wellorganized 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 35 thorough understanding of the problem.

NMSBA RUBRIC FOR OPEN-ENDED ITEMS IN MATH Answer Compute Explain KID LANGUAGE 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. EMERGING 1 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. APPRENTICE 2 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. PRACTITIONER 3 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. EXPERT 4 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 mathematical understanding of the task or concept. *I explained ALL the steps for how I got my 36 answer.

KID-FRIENDLY 4 POINT RUBRIC Your ADVANCED score: has enough details to show you understood the problem. is organized and 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. 37

PRIMARY MATH EXAMPLE Rubric Score 4 -Advanced How many legs do two cows and 3 chickens have? A…. 14 C… 4 + 2 + 2 = 14 E… I droo the cow. S and chix and then I cownted all the lags. And then I mad the ekwshun. Thas how I got my ansur. 38

4 4 2 2 +2 a. b. c. d. 11 14 12 13 39

There are 29 NBL teams. Each team is allowed to have 12 active players and 3 on injured reserve. Rubric Score How many players are in the NBL at any one time? 4 -Advanced A…(Answer) 435 players SECONDARY EXAMPLE C… (Compute) or show your work X = (12+3) 29 X = (15) 29 X = 435 E… (Explain) in writing. 29 x 15 145 29_ 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 40 group of 15 from 450 to get the same answer… 435.

First Grade Example NMSBA Rubric Score _4__ Standard: Number Sense and Operations. Grade Level Indicator: Understanding the meaning of numbers Question: Pick any 5 numbers from 1 -10. Show many apples would make each number? Answer Computation: 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. 41

ACE…. . your math questions Answer: Name: Elena Grade: Kindergarten Score… 4, Advanced Computation: 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 fingers and that makes five cookies. I drew my hand then I made my pretty fingernails and I made a cookie for each finger. I counted the cookies to check” 42

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 43 response questions by the end of the year.

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! 44

HOW MANY STUDENTS ARE MEETING OUR ACE GOAL? “MATH” PROBLEM SOLVING GRAPH ACE IT Advanced 4 GOAL Proficient 3 Nearing Proficient 2 Emerging 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 45

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

Jimmy Carter MS “MATH” PROBLEM SOLVING GRAPH Advanced 4 GOAL Proficient 3 Nearing Proficient X 2 Emerging 1 Terrific Tiles Harvest Dinner Height Dilemma Tale of the Scale Gears Sink or Swim Connect It 47

Jimmy Carter Middle School Class Plus/Delta after 4 weeks + ∆ ØTEACHER EXPLAINS PROBLEM AND HELPS US UNDERSTAND ØWE NEED TO CONCENTRATE ØWE UNDERLINE IMPORTANT INFORMATION ØNOT TAKING THE PROBLEMS SERIOUSLY ØBEING LAZY ØRUBRIC ØWE NEED MORE “P’S” ØCHARTING OUR RESULTS IN DATA FOLDERS ØWE HAVE TO WRITE BETTER EXPLANATIONS OF HOW WE SOLVED THE PROBLEM ØREAD AND RE-READ Ø 2 DAYS TO COMPLETE PROBLEM ØQUIET ØBENCHMARK PAPERS ØLOOKING AT PREVIOUS PAPERS TO LEARN FROM MISTAKES ØPEER SCORING ØWRITE OUT EVERY STEP ØPAY ATTENTION WHEN THE PROBLEM IS BEING EXPLAINED AND TAKE NOTES ØWE NEED TO DO WHAT OUR “DO” SAYS ON THE PDSA ØWE WANT TO WORK IN GROUPS TO PRACTICE ØTAKING OUR TIME ØUSING OUR TIME TO WORK ON THE PROBLEM ØDO PROBLEM STEP BY STEP 48

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 49 *Attach a gimmick…(collecting ACE cards)

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

ACTIVITY You will need to designate the following for Your team… *Facilitator *Recorder *Reporter *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? 51 ASSIGNMENT:

ASSIGNMENT PLAN How will you use ACE in your classroom? ACT DO What will you do each week for four weeks? STUDY How will you visually monitor progress? 52

PLAN I will implement the use of ACE in my class. ACT DO Week 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. The kids will need to Week 3… have input here. Week 4… STUDY How are we doing? What’s working? What’s not working? What do we need to change in order to get better next week? Wk. 1 Wk. 2 Wk. 3 Wk. 4 53

PLAN We will implement the use of ACE in our classrooms. ACT 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 meet a score of a 3. STUDY How are we doing? What’s working? What’s not working? What do we need to change in order to get better next week? ELEMENTARY Grade Level “Team” EXAMPLE Wk. 1 Wk. 2 Wk. 3 Wk. 4 54

PLAN We will implement the use of ACE in our classrooms. ACT What do we need to change in order to get better next week? 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. STUDY How are we doing? What’s working? What’s not working? SECONDARY “Language Arts” Team EXAMPLE Wk. 1 Wk. 2 Wk. 3 Wk. 4 55

PLAN We will implement the use of ACE into our math instruction. ACT What do we need to change in order to get better next week? 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. STUDY How are we doing? What’s working? What’s not working? MATH EXAMPLE “Teacher Team” Wk. 1 Wk. 2 Wk. 3 Wk. 4 56

Connecting To CCI 57

Workbook Page 18 Setting Classroom Learning Priorities Publishing and posting strategic learning goals… Mark’s strategic learning goal 100% of our class will meet or exceed the 3 rd 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. 58

Workbook Page 20 Setting Classroom Learning Priorities Charting strategic learning results 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. Mark’s chart of strategic baseline data 59

Workbook Page 22 Setting Classroom Learning Priorities Developing a Class/Course/Program Mission Statement 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. Our class will work together to be ready for 4 th grade. We will JUST DO IT!! Mark’s class mission statement and consensogram of commitment Degree of Commitment to our Mission 0 1 2 360

Workbook Page 24 3 rd Grade Math PDSA Board Our class will work together to be ready for 4 th grade. We will JUST DO IT!! 3 rd Grade Math Learning Goal 100% of our class will meet or exceed the 3 rd grade math standards by May 2007… …as measured by… *Reaching a score of proficient (3) or higher on our open-ended math questions. Now he and his students are ready to use the Plan-Do-Study-Act Cycle to focus on the learning processes that will help them achieve their goal. 61

Workbook Page 26 PLAN - What do we plan to learn? PLAN Mark’s PLAN for Week 1 after baseline quiz Our 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!” 62

Workbook Page 28 DO - What will we do to learn it? Ways to Learn Factors and Multiples e Practic a with buddy Show u more s exam ples Stud y rubr the ic so we k no what w looks it like Work in a small group Don’t go too fast do Let us ur no one o en h own t k ec we ch Let t hose who get i t shar e they how do it DO Mark’s DO for Week 1 · · • · · · Next 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 63

Workbook Page 31 STUDY - What do our results tell us? + 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 Rx Some were slackers in their group *More explanation on the rubric! *Get out & distribute the manipulaives! *Everyone needs to do their PART! More of Mark’s STUDY for Week 1 64

*MARK’S QUICK ASSESSMENT FOR THE WEEK NMSBA Rubric Score _4__ Standard: Numerical Concepts & Mathematical Operations. Grade Level Indicator: : #4… Identify the relationship among commonly encountered Question: What are the different factors of the number 12? Answer: 1 x 12, 12 x 1 2 x 6, 6 x 2 3 x 4, 4 x 3 factors and multiples. Computation: Anchor Paper 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 65 each problem and got my answer.

Workbook Page 34 ACT - What will we do differently next week? ACT Mark’s ACT for Week 1 OUR ACTION PLAN We studied our results for this week, 9/1 to 9/5. _ü _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 group ·Keep 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! 66

OUR CLASS GOAL 100% of students will meet or exceed learning of the 3 rd grade math standards MEASURE: Meeting a score of 3 or higher on the math rubric Mark’s Data at the end of the quarter Comprehension Checks Percentage of Students meeting Goal 100 90 80 70 60 50 40 30 20 10 0 1 2 3 4 5 6 7 8 9 Week 67

TEMPLATES 68

Short Answer Responses 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. Story Date A C E *Check means the student could perform the expectation. Points 69

ACE…. . your math questions NMSBA Rubric Score ____ Standard: ____________Benchmark: ___________ Question: ___________________________________________________________ Answer: Computation: Explanation: _________________________________________ 70

How am I doing in ACEing my reading quizzes 3…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 71

ACE IMPROVEMENT PLAN FOR READING PLAN ACT DO STUDY ___My plan worked ___I need a new plan 72

*You may receive a total of 3 points per answer Assignment Date SHORT ANSWER RESPONSES *Use the ACE strategy…. A-Answer the question C-Cite evidence from the text E-Expand your answer A C E My Score Peer Evaluator Score Teacher Score 73

ACE Improvement Plan Name_______ Subject______ Date______ PLAN: _____________________ DO: ______________________________________________ STUDY: ______________________________________________ ___My plan worked! ___I need another improvement plan! 74

ACE ASSIGNMENT Passage to read…. Question to answer… A_______________________________________ C_______________________________________ E_______________________________________ 75

“MATH” PROBLEM SOLVING GRAPH Advanced 4 GOAL Proficient 3 Nearing Proficient 2 Emerging 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 76

STUDENT SELF-EVALUATION OR PEER SCORING GUIDE ____________________ ACE Score-___ I answered the question…………. ___yes ___no I supported my answer from the text…. . ___yes___no I expanded my answer………………. ___yes___no Name____________________ ACE Score-___ I answered the question………………___yes___no I supported my answer from the text…. . ___yes___no I expanded my answer………………. ___yes___no Name____________________ 77