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Baez and Rivera
3rd grade The Lion and the Mouse
CPalms.org

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Buckie and Eric - Algebra 1

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3rd Grade ELA

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Grade 6 Collections Performance Assessment Book English Language Arts: Mary and Andrea

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Grade 6 Collections Performance Assessment Book English Language Arts: Mary and Andrea

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Literacy Trekker on The Trial of Cardigan Jones (3rd Grade Journeys Textbook)

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Theme - 5th grade (3rd grade reading level)

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Theme - 5th grade (3rd grade reading level)

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Connie, Kelly, & Tanya
"Knocked Down" from ReadWorks.org
grade 3
theme

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4th grade Main Idea Readworks.org

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2- Literacy Trekker After the Flood 4th grade passage Readworks.org

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Newsela.com- "Manchester benefit concert's sell-out crowd of 50, 000 stands together" -8th grade

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Newsela.com- "Manchester benefit concert's sell-out crowd of 50, 000 stands together" -8th grade

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Carrie/Carol

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Ashley & Ginger
http://www.readworks.org/passages/small-wonders

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Guided Reading Text

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2- Literacy Trekker on the effects of colonial settlement on Native American populations

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6th Grade Language Arts-Beverley and Silvia

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6th Grade Language Arts-Beverley and Silvia

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Rachel, Emily, Fernando

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Yvette

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Connie, Kelly, & Tanya

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Ashley & Ginger

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Choice Assessment  /  Assignement Template

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Choice Assessment  /  Assignement Template

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Allison and Elaine's Example Choice Assessment

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2- Impact of Colonization- Choice Assessment

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Tech ideas for choice assignments/assessments

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Tech ideas for choice assignments/assessments

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Guidelines for creating and using a rubric to communicate expectations.

What is a rubric?

Rubrics are formal systems for deciding how to describe the quality of a variety of products, activities, processes, and behaviors. These descriptions may be used for formative feedback, determination of student grades, or data for assessment of performance on a specific student learning outcome.

Examples of materials that can be evaluated with a rubric

research reports

answers on essay exams

works of poetry or fiction

musical recitals

theatrical performances

athletic performance

individual and group presentations

poster presentations

participation as a member of a team or group

grant proposals

portfolios

Rubrics can be used in a variety of ways

communicate expectations about "what counts" as high-quality versus lower-quality work

reflection and self-assessment of one's work

assigning grades to student assignments and exams

guidelines to structure the feedback provided by supervisors of field experiences or internships

evaluating grant proposals, portfolios for award of prizes, application portfolios for prospective employees, etc.

assessment of specific student learning outcomes by departments for evaluation of curriculum and teaching strategies

Types of Rubrics

Holistic Rubric
Rubric consists of a set of descriptors that generate a single, global score for the entire work.

Analytic Rubric
Rubric is comprised of a set of focused holistic rubrics for specific components that will be evaluated independently. These components might be reported separately or they might be combined to create a global score that is used for determining a grade.

Components of a rubric

Performance Elements

Describe the major attributes of the work that will contribute to the overall evaluation.

Category Scale

Describe the method used to assign work to global categories or to assign points for the performance element. Points need not be assigned to categories unless you plan to combine the performance elements to compute an overall grade. If performance elements will be used as independent assessments of a specific learning outcome, category names without numerical values will be as useful as point values. If performance elements will be combined to compute an overall grade, elements can be weighted differently (or varying amounts of points assigned to categories) so that different elements can contribute more or less to the overall grade, based on their importance for the assignment.

Descriptors of the criteria used for classifying work or assigning points for an element

Describe the characteristics of the performance or work that must be present for the work to be assigned to a given level of achievement. These descriptions may include the following types of information:

Descriptions of the general characteristics of work assigned to each level of quality.

Specific, concrete examples or telltale signs of what to look for at each level of performance. These examples are useful for providing specific feedback to students without writing marginal notes. Examples may include characteristics that contribute to a higher rating (e.g., assertions are always supported with empirical evidence or a cited work) or common errors that lead to a lower rating (e.g., frequent errors in spelling or grammar).

Steps for constructing a rubric

1. Determine the elements or criteria that will be used to evaluate the work.

2. Identify the difference between good work and weaker work.

3. Describe the procedures used for making judgments (or assigning scores). Write clear descriptions of the types of work that will be assigned to each category or level of achievement. These descriptions will help users apply the rubric consistently over time, increasing the reliability and perceived fairness of the evaluation process.

Examples of scales describing levels of quality:

Below Expectations

Meets Expectations

Exceeds Expectations

Missing or Serious
Problems

Below Expectations

Meet Expectations

Excellent Work

Scale for evaluating behavioral elements in a rubric (in class, in group activities, as team members, during a presentation, etc.)

How do I develop the descriptors for the categories?

One strategy is to begin by describing the characteristics of the "ideal" and the "worst case." Intermediate examples can then be described by identifying the most common errors that make an example fall short of "ideal" or the redeeming qualities that make an example better than the "worst case."

Another strategy is to use samples of existing work. Sort the examples into three piles corresponding to three levels of quality - the "best" work, the "worst" work, and "intermediate" work. What are the common characteristics of the examples in the "best" pile? These are the descriptors for the top category. What are the typical problems seen in the "worst" work? These are descriptors that should be included for the lowest category.

Don't reinvent the wheel! Look at the descriptors used in an existing rubric and revise these to adapt them for your assignment. See the Examples of Rubrics page for links to a variety of rubrics.

Rubrics are fluid. Expect that after you develop your first rubric, you will think of ways to modify it the first time you use it to evaluate student work.

Use the rubric to give students feedback about their work

If you make notes on a copy of the rubric during grading, you can easily provide detailed feedback to your students by circling or highlighting components of the rubric that describe relevant qualities of the student's work that determined your decision to assign one category of quality instead of another. This strategy can save graders time. You are no longer writing the same marginal notation on paper after paper.

This is one reason why you might want to refine and edit the rubric. You may discover characteristics or errors that appear in student work that you didn't think about when the first rubric was developed. These can be added in the next version of the rubric.

Why use a rubric? How will using a rubric help me as a teacher?

1. Rubrics create a focus on instruction and learning.

2. Rubrics improve the clarity of the feedback provided to students - students get a clear description of their strengths and weaknesses.

3. Rubrics characterize the desired results/products of student work objectively - they give students clear instruction about the instructor's expectations for an assignment.

4. Rubrics are operational definitions for the standards used to evaluate performance - enables multiple graders to evaluate student work consistently and reliably.

5. Students can use a rubric to assess their own work - they can have a better idea about whether they are meeting expectations before they submit their work for formal evaluation; thus, rubrics develop competence in self-evaluation.

6. Rubrics engage students in the learning process - when students can describe exactly what is expected of them, they may be more strongly motivated to work to meet these expectations.

Template for creating a rubric

The below link is to a Word file that contains a template for a rubric including instructions for how to use and modify the template to meet individual grading needs. Instructors can download this file and modify it as needed to construct their own rubric: Rubric Template (doc).

How good is your rubric?

Want to evaluate the quality of your rubric (or one you are thinking about adopting)?

Bonnie Mullinix created A Rubric for Rubrics‌ to evaluate rubrics for Monmouth University.

Additional Information about rubrics
Additional websites with information about developing rubrics can be found on the "Web Sites on Rubric Development" web page. Updated: 03/31/15 ecr

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Guidelines for creating and using a rubric to communicate expectations. Rubrics are formal systems for deciding how to describe the quality of a variety of products, activities, processes, and behaviors. These descriptions may be used for formative feedback, determination of student grades, or data for assessment of performance on a specific student learning outcome.

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DO NOT post responses to Padlet

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1- Scaffolded Reading homework- Literacy Trekker

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VE Teacher in the middle school level at Westside k8

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Brooke walther

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The goals needs to be flexible, clear, relevant, and shared with multiple representations.
The variability is when we give the opportunity to everyone to have access to the curriculum in a fairly way.
The context is when we use all the resources possible to design the lessons and assess the performance of the students with a purpose and we should be able to reflect on it.

Silvia Rodriguez

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Practical application for learning. Learning that can accommodate the academic needs of all students. A way of teaching so that learning can be fun and satisfying. For the teachers: Clarity, variability
and context can shape the curriculum and execution.

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Goals are focused and written in a way that our students can understand which will help them realize what they are being asked to learn is important.  Some goals will have many ways to demonstrate mastery while others may have a specific method to show knowledge.
Offering variability in practice and assessments, using the 3 UDL guidelines creates the most beneficial lesson.
Context refers to the learning environment of a classroom and it can significantly influence a student's learning. It's important to have purposeful planning and to ask if the context is alterable and relevant. Remember to change the context, not the student.

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Goals:
- two types: content vs method
-need to be clear and clarified for understanding
Variability:
-it is a rule not the exception
-involves: Engagement, Representation, Action & Expression
Context:
-requires purposeful planning and reflection to possibly alter the materials and methods of a lesson

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Goals: Clearly stated goals that need to be translated into student language.

Variability: There is no average.  By planning for the average you accommodate no one.

Context: Context is about changing the realm in which a student thinks about a topic to make it relate-able to their own personal experiences.

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Describe 3 Essential UDL Ingredients in 30 words or less: 

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Describe 3 Essential UDL Ingredients in 30 words or less: 

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The three UDL Ingredients are to have clear goals, plan for variability using the affective, recognition, and strategic guidelines and change the context, not the students.

Brittany Attilio

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Clear goals for every lesson. Variability is the rule not the exception. Context is purposeful planning- curriculum, assessments, materials and methods.

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Clear goals for every lesson. Variability is the rule not the exception. Context is purposeful planning- curriculum, assessments

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Clear goals for every lesson. Variability is the rule not the exception. Context is purposeful planning- curriculum,

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Clear goals for every lesson. Variability is the rule not the exception. Context is purposeful planning-

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Clear goals for every lesson. Variability is the rule not the exception. Context is purposeful planning

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Clear goals for every lesson. Variability is the rule not the exception. Context is purposeful planning!!

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Clear goals for every lesson. Variability is the rule not the exception. Context is purposeful planning

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Clear goals for every lesson. Variability is the rule not the exception. Context is purposeful planning

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Clear goals for every lesson. Variability is the rule not the exception. Context is purposeful planningn

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Clear goals for every lesson. Variability is the rule not the exception. Context

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Clear goals for every lesson. Variability is the rule not the exception.

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Clear goals for every lesson. Variability is the rule not the exception.

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Clear goals for every lesson. Variability is the rule for

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Clear goals for every lesson. Variability

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Clear goals for every lesson.

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Clear goals for every lesson

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Clear goals

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Goals:  #clear #flexible
Variability: #rulenotexception
#scienceequalsbrainpower
Context: #differentiatedinstruction #proactive #changethisnotthestudent

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1- UDL Snapshot 3 Ingredients and UDL Framework

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My name is Beverley Robinson and I am a teacher at Westside K8 School.

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1- Clear goal%2C flexible means activity edition a

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Connie, Kelly, Tanya - 3rd Reading

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1. A-APR.1.1 Understand that polynomials are closed under the operation of addition, subtraction, and multiplication.

2. Content Standard

3. Understand that polynomials or multi term expressions are closed under the operations of addition, subtraction, and multiplication.

4. Yes

5. Yes

6. Use an understanding check or an exit ticket to define what polynomials are and what it means to be closed.

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1) Standard:
SP.PK12.US.1.5 Use effective test-taking skills and strategies, such as previewing, allocating time, outlining response to essays and short and extended responses, and reviewing answers.
2) Method Standard
3)Practice and use useful test taking skills, such as, previewing information, allotting time, prewrite or brainstorm essay/short answer responses, and turn back to survey the test.
4) Yes
5) Yes
6) Can include modeling of INFER Strategy, pull practice tests from core classes to practice, for essays/short answer - activate previously taught strateies such as Sentence Writting, LINCs, and NOTeS.

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1.
SP.PK12.US.2.1b Use effective task-completion strategies, such as identifying needed resources, planning steps for completion and self-monitoring.
2.
Method
3.
No, the language that the standard is described is not student friendly. We would have to change the words effective task-completion strategies to "use time-management tool such as checklists, planners and timers to identify needed resources, to plan and complete assignments.

4. Yes
5. Yes because the students will have a choice on what to use.

6. The student will identify and explain the directions for the assignment.
The student will identify the due date of the assignment.
The student will identify the materials needed for the assignment.
The student will plan a time line or a break down the tasks into mini assignments by a creating a checklist.
The student will check off on the mini-tasks that are completed.

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1- Clear goal, flexible means activity edition 2

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Hello! My name is Ashley and I am a VE Teacher at Osceola High School; 9-12 Learning Strategies. In my spare time (that's funny), I attend grad school, run my business, and raise my two amazeball kids!

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My name is Nancy Baez and I am a VE Teacher at Thacker Avenue. Next year I will be supporting grades 2, 3 and intensive intervention in first grade. In my spare time I enjoy sharing memorable moments with my family.

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My name is Carrie Barley and I am transferring this year to SCMS where I will be a VE teacher providing support facilitation for 8th grade ELA. When I am not teaching I love traveling with my family and reading.

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Hello, my name is Sang Tran-Ponce. I am a VE teacher at Cypress Elementary and will be supporting grades K, 1, 3 and 5 next year.  

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Hello, my name is Sang Tran-Ponce. I am a VE teacher at Cypress Elementary and will be supporting grades K, 1, 3 and 5 next year.  

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My name is Tanya Badillo and I am a VE teacher at Mill Creek Elementary School. Next school year I will provide support facilitation for grades K,1st,3rd, and 5th grades. On my spare time I enjoy spending time with family and watching movies. 

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My name is Tanya Badillo and I am a VE teacher at Mill Creek Elementary School. Next school year I will provide support facilitation for grades K,1st,3rd, and 5th grades. On my spare time I enjoy spending time with family and watching movies. 

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My name is Marlene Rivera and I am a VE teacher at Thacker Avenue Elementary. I will be working with students in 1st, 5th, 4th and intensive reading for 2nd grade.

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My name is Marlene Rivera and I am a VE teacher at Thacker Avenue Elementary. I will be working with students in 1st, 5th, 4th and intensive reading for 2nd grade.

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I love to spend time with my family. My husband and my two kids. My parents, sister and her family, brother and his wife and my grandma. We like to sing and play music together.

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My name is Brittany Attilio. I am a VE teacher at Flora Ridge Elementary, I will be working with 2nd and 4th grade students this year. I am looking forward to spending this summer with my beautiful 7 month old daughter and my husband. 

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My name is Brittany Attilio. I am a VE teacher at Flora Ridge Elementary, I will be working with 2nd and 4th grade students this year. I am looking forward to spending this summer with my beautiful 7 month old daughter and my husband. 

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My name is Connie Kocher.  I am a VE teacher at Mill Creek Elementary who will be working with Kindergarten and 2nd-5th grade students next school year.  I have an amazing husband and two wonderful boys who I love spending time with. Before becoming a teacher, I worked at Sea World in the Animal Care department. Both careers have given me unique experiences.

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My name is Connie Kocher.  I am a VE teacher at Mill Creek Elementary who will be working with Kindergarten and 2nd-5th grade students next school year.  I have an amazing husband and two wonderful boys who I love spending time with. Before becoming a teacher, I worked at Sea World in the Animal Care department. Both careers have given me unique experiences.

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Hello, my name is Kelly Lamb and I work at Mill Creek Elementary with our 2nd - 5th grade VE students. My family and I enjoy traveling, specifically to the National Parks. In my spare time I enjoy scrapbooking and reading.

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HI All, My name is Alma Leitzsey. I am the VE Program Specialist for Elementary and K-8 schools here in Osceola County. My position is to support the VE teachers working with our students with disabilities who are in the general education classrooms. I help to support them in working with their students both academically and behaviorally. In my spare time I love to travel with my hubs and my two kids.

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HI All, My name is Alma Leitzsey. I am the VE Program Specialist for Elementary and K-8 schools here in Osceola County. My position is to support the VE teachers working with our students with disabilities who are in the general education classrooms. I help to support them in working with their students both academically and behaviorally. In my spare time I love to travel with my hubs and my two kids.

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I teach at Partin Settlement. This year I taught K-5th reading primarily. Next year I will be working with 2nd and 4th grade reading and math! I am married to the best man ever and we have two beautiful children my daughter Kathryn is 7 and my son Kyle is 4.

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ESE Support Facilitation at OCSA

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HI All, My name is Alma Leitzsey. I am the VE Program Specialist for Elementary and K-8 schools here in Osceola County. My position is to support the VE teachers working with our students with disabilities who are in the general education classrooms.  I help to support them in working with their students both academically and behaviorally.   In my spare time I love to travel with my hubs and my two kids. 

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HI All, My name is Alma Leitzsey. I am the VE Program Specialist for Elementary and K-8 schools here in Osceola County. My position is to support the VE teachers working with our students with disabilities who are in the general education classrooms.  I help to support them in working with their students both academically and behaviorally.   In my spare time I love to travel with my hubs and my two kids. 

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I work at FDLRS Action supporting teachers to implement effective teaching practices with all students. In my free time, I enjoy spending time with my family and friends, traveling, cooking, reading and working out.

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I work for the Florida Inclusion Network and support schools and districts with inclusion. In my spare time, I enjoy playing pickleball!