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Article link:
https://www.readworks.org/article/Do-You-Bully/fdb5cd7e-11aa-4d0e-b2a8-df571df629a9#!articleTab:content/

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Bob

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Article used from Achieve3000

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1st Grade - Literacy Trekker on The Dot - Compare and Contrast

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2- Literacy Trekker- templateUDL  The Dot.docx

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First grade Statue of Liberty: https://www.timeforkids.com/k1/meet-lady-liberty/

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2- Literacy Trekker- Statue of Liberty.docx

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Stacey and Andrea Equivalent Fractions Trekker

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Stacey and Andrea Equivalent Fractions Trekker

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2.2 The Universal Design for Learning Guidelines Graphic Organizer (without numbers).pdf

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Right- 7- UDL Guidelines 3.0 (print in COLOR x2).pdf

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Right- 6- UDL Guidelines 2.0 (print in COLOR).pdf

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Seed Lesson

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2- The Seed Lesson- Elementary Science.pdf

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Change your title!

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Literacy Trekker Exemplar:  Early Colonization 

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Literacy Trekker Exemplar:  Early Colonization 

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

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Baltimore County Public Schools | National Center On Universal Design for Learning

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Baltimore County Public School (BCPS) district is the 26th largest school system in the U.S. It is a geographically and demographically large district that surrounds the city of Baltimore, Maryland. Like most school districts, BCPS is constantly undergoing change.

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Bob

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Choice Assignment for Understanding Characters in a story.

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2- Choice Assignment-Assessment template UDL Training.docx

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University of west Florida: Developing Rubrics Resources

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University of west Florida: Developing Rubrics Resources

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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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I work at FDLRS Action supporting teachers to implement effective teaching practices with all students. In my free time, I enjoy being a new mom and 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 districts, schools, and families with inclusion. In my spare time I enjoy playing pickleball.

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I work at South Seminole middle school as an 8th grade reading teacher in Casselbery, FL.  I also teach 6th grade leadership skills using Sean Covey's "7 Habits of Highly effective teenagers" as a guide. In my spare time I love to travel and try new foods!

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I work at Forest lake Education Center in Longwood. I am the K-8 Science Lab Director. In my spare time I enjoy good books, soft jazz,  quite beaches,  flea market discoveries and spending time with my daughter.

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Hello all! My name is Vicki Daley, and I'm a 1st Grade Teacher at Monarch Learning Academy in College Park. I have been a teacher for close to 20 years, both in OCPS and with Monarch. I am a married mom of 2 wonderful children (5th and 2nd), and in my spare time I love travel and reading...when I'm not driving those kiddos to all their activities.

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Hi! I'm Crystal McEvoy! I work at South Seminole Middle School in Seminole County. I teach 6th grade Pre-IB Prep and Gifted ELA (English Language Arts). When I am not teaching, I enjoy going to concerts and taking concert photos. Maybe one day I can become a photojournalist. :)

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Hi! My name is Andrea Hill. I work at Arbor Ridge K-8 in Orange County. I teach 4th grade Math/Science/Social Studies. When I am not teaching I enjoy Sunday Football (Go Patriots!), a yummy Starbucks coffee, and spending time with my husband and our two fur babies. :)

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Hi My name is Stacey Conrad. I am the Behavior Specialist at Arbor Ridge School. I work with teachers and students to implement effective behavior strategies to decrease target behaviors. I also work with classroom teachers to increase student engagement and constantly refer back to UDL because it helps to decrease the challenging behaviors my students are struggling with. I enjoy spending time with family and friends in my free time and exercising.

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I teach at South Seminole Middle School. I teach
Intensive Reading. I enjoy reading and traveling in my spare time.

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I teach at South Seminole Middle School. I am an Instructional Coach for ELA, Civics, and Science with a focus on Literacy. I really enjoy to travel and spend time learning about new things. :P

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I am an ESE self-contained teacher at South Seminole Middle School within Seminole County. I have invested in a house with a myriad of necessary repairs and am learning many new skills!

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I teach first grade at UCP at the West Orange campus. One of my life's goals is to appear on Jeopardy.

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I teach 2nd grade at UCP West Orange Campus.  My classroom make up is about 50% ESE students.  I enjoy working with a few different animal rescue groups and foster dogs until they find a home.

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My name is Melody Meyer. I am an ESE teacher at UCP of Central Florida, West Orange. I am looking forward to learning more UDL strategies to help all of my students access the concepts being taught in class.  I enjoy singing in my church's praise band and choir, and enjoy reading mysteries. I have 3 cats and a hamster. 

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My name is Melody Meyer. I am an ESE teacher at UCP of Central Florida, West Orange. I am looking forward to learning more UDL strategies to help all of my students access the concepts being taught in class.  I enjoy singing in my church's praise band and choir, and enjoy reading mysteries. I have 3 cats and a hamster. 

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Clear goal, flexible means activity edition 2 (print in COLOR).docx

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SC.5.L.14.2

Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support.

2.  Content:  Compare and contrast
3. Yes/no - can be improved
4. Yes
5. Yes
6.  Use a Venn Diagram by drawing or writing the results to ......

Melody Meyer and Brenda Korpi from UCP

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1. Standard- First Grade Science Lesson  SC1.E.5.4 Identify the beneficial and harmful properties of the Sun.

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1. Standard- First Grade Science Lesson  SC1.E.5.4 Identify the beneficial and harmful properties of the Sun.

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2. Content
3. How can the sun helpful or hurtful?
4. Yes-Identify
5. Yes, flexible means
6. -Experiements with UV beads
-T-chart
-compare and contrasting
-small group discussions
-make a poster
-Draw a picture

-

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1. Describe the growth of bacteria.
2. Content
3.
4. Means not included
5. There are options for flexibility
6. Draw the growth of bacteremia, act out or write a play that describes the process, make iMotion movie, create a digital or paper poster,grow bacteria observe it under the microscope use iPad or phone to take pictures of bacteria then share with class via sway, iMovie, explain everything ect

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Bryan

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3 essential ingredients from Stacey and Andrea!

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3 essential ingredients from Stacey and Andrea!

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Amanda

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1- Scaffolded Reading homework- Literacy Trekker.docx

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Tech ideas for Choice Assignment or Assessmnet

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Tech ideas for Choice Assignment or Assessmnet

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Choice Assessment or Assignment Exemplar 

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Choice Assessment or Assignment Exemplar 

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2- Impact of Colonization- Choice Assessment.docx