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The specific language used to differentiate from one to the next is good and can be helpful to help kids understand the nuance that separates one score from another.

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The specific language used to differentiate from one to the next is good and can be helpful to help kids understand the nuance that separates one score from another.

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We notice that there is a clear differentiation between 3's and 2's

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We notice that there is a clear differentiation between 3's and 2's

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We also agree with
, and commend, IHS's notice statement!

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We really like the rubrics and are thinking about ways to use them actively in classroom instruction.

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We really like the rubrics and are thinking about ways to use them actively in classroom instruction.

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What's the difference between "clearly" and "mostly" on the Informative-Explanatory and Argumentative Rubric

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What's the difference between "clearly" and "mostly" on the Informative-Explanatory and Argumentative Rubric

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Noticed:  The subjectivity of evaluating terms can be complex from one column to the next, for example, "seamless" to "smooth."
Wonder:  Is there a way to enter all the info for one rubric onto one page?

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We wonder if we should begin applying the SB rubrics to TURNITIN.

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We wonder if we should begin applying the SB rubrics to TURNITIN.

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I wonder what "clearly" and "adequately" acknowledged or 

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I wonder what "clearly" and "adequately" acknowledged or 

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addressed as opposed to "variety" of transitional strategies, which makes a picture in one's mind. "Clearly" and "Adequately" doesn't bring a picture to mind.

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A four response requires students to have effective organizational structure, convincing evidence, and adequate command of conventions.

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A four response requires students to have effective organizational structure, convincing evidence, and adequate command of conventions.

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We notice that between a 3 and 2; a 2 does not always have he skill/feature that is being looked for. And between a 2/1 a 1 more often than not will not have the feature/skill, but if present it is deemed an attempt not a success.

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We notice that between a 3 and 2; a 2 does not always have he skill/feature that is being looked for. And between a 2/1 a 1 more often than not will not have the feature/skill, but if present it is deemed an attempt not a success.

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We notice that 3/4 both always have the feature/skill, however, the 4 ALWAYS does well, whereas the 3 SOMETIMES does well. 

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We notice that 3/4 both always have the feature/skill, however, the 4 ALWAYS does well, whereas the 3 SOMETIMES does well. 

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We notice there are similarities between AP requirements in the logical design of the essay

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We notice there are similarities between AP requirements in the logical design of the essay

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The different scores are distinguished by the level of deliberate approach to writing a well developed response. A 4-score is a direct, intentional approach to a well written paragraph. A 3-score is a structured, well-written paragraph with the hint of a purpose. A 2-score attempts to meet the standard with major faults. A 1-score has very unclear purpose or perspective.
We wonder how the scores translate to a grading scale for English class.

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We noticed that Conventions has a 2-pt. rubric whereas the others have a 4-pt. rubric. We wonder if we need to revisit the rubrics currently used at our alternative schools because the SBAC rubrics seem more focused and clear cut.