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Katie Novak shares common core language with students

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Katie Novak shares common core language with students

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Discussion and Supporting Materials

Thought starters

1. How does talking explicitly about the Common Core affect students?

2. What could you do to adapt Ms. Novak's strategies for your grade level?

3. How could sharing the Common Core with your students enhance your own understanding of the standards?

School Details

Col Moses Parker School
75 Graniteville Road
Chelmsford MA 01824

Data Provided By:

Teachers

Pre-K Kindergarten 1 2 3 4 5 6 7 8 9 10 11 12 / Administrator

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Sharing Common Core Language with Students

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Eighth grade ELA teacher Katie Novak uses the Common Core State Standards to communicate her expectations to students. Katie gives each student a copy of the CCSS and refers back to them as she teaches. Katie explicitly uses the language of the Common Core with her students, sharing the importance of teaching students the "how", "what," and "why" of her expectations.

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Access Google Sites with a personal Google account or Google Workspace account (for business use).

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Jonathan Winn, San Diego's 2011 High School Teacher of the Year, has developed a high voltage classroom atmosphere that inspires students to get excited about math and excel at AP calculus.

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Masterful Teacher: Jonathan Winn Makes Calculus Cool

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Jonathan Winn, San Diego's 2011 High School Teacher of the Year, has developed a high voltage classroom atmosphere that inspires students to get excited about math and excel at AP calculus.

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Even the smallest concepts become big enough to grasp in this middle school science class, where teacher Rob Olazagasti gives students opportunities to learn by creating, remember by experiencing, and show what they know by teaching.

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Elementary Listening and Speaking- UDL in Action

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Elementary Listening and Speaking- UDL in Action

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ELA.SL.5.1a

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards K-5

5: 5th Grade

1a:
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and
texts, building on others' ideas and expressing
their own clearly.

a. Come to discussions prepared, having read
or studied required material; explicitly draw
on that preparation and other information
known about the topic to explore ideas under
discussion.

b. Follow agreed-upon rules for discussions and
carry out assigned roles.

c. Pose and respond to specific questions by
making comments that contribute to the
discussion and elaborate on the remarks of
others.

d. Review the key ideas expressed and draw
conclusions in light of information and
knowledge gained from the discussions.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. How does this strategy enrich discussion?

2. What is the difference between the Post-it strategy and traditional note-taking?

3. How could you use this strategy to encourage reluctant students to participate?

School Details

Stevenson Elementary School
14220 Ne 8th St
Bellevue WA 98007

Data Provided By:

Teachers

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Post-its: Little Notes for Big Discussions

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Fifth grade teacher Stacy Brewer has her students use Post-its to take notes on a text in preparation for class discussion. Stacy explains how this strategy helps students remember what stood out to them when reading. After taking notes with Post-its, students come together to discuss the text.

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UDL math 2nd grade lesson - PS 110M - NY

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In this video you will see Ms. Bakian teach her 2nd grade class a math lesson incorporating the Universal Design for Learning (UDL) principles.

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Amanda Comstock: Literacy Trekker- 3rd Grade

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Amanda Comstock: Literacy Trekker- 3rd Grade

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Compare and Contrast 2 Texts- iReady Teacher Toolbox

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https://drive.google.com/drive/folders/0B0VLpw2hbG1wQVVsdVVBQ2VWakk?usp=sharing

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4th grade Literacy Trekker

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UDL Literacy Trekker- Tiger of the Snows

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Zellwood                                                        

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Zellwood                                                        

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Reading
Marks on the Porch
Megan, Lisa and Sara

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5th grade - Joy, Joyce, Debbie, & Kristy

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Kim Riley and Gina Horton Literacy Trekker 

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Kim Riley and Gina Horton Literacy Trekker 

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For students instructed in Access Points

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Kim Riley and Gina Horton Literacy Trekker- template

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I've created a Universal Design for Learning folder of all our samples from this UDL training. If you want me to share with anyone, please send email address. Thanks.
sandy.mitchell@ocps.net

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Literacy Trekker- Romeo and Juliet Act 1 Scene 1

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Interested in attending a LulaRoe party? *Most comfortable leggings in the world!!!

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Interested in attending a LulaRoe party? *Most comfortable leggings in the world!!!

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One this Saturday and one at the end of May!  Either leave your e-mail or e-mail christina.siclari@ocps.net :)

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Amy, Suzanne, Beth, and Jeanie

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Kim Riley & Gina Horton-Choice Assessment

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Kim Riley & Gina Horton-Choice Assessment

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Kim Riley and Gina Horton Choice Assignment

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For 6th & 7th Graders ICT

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Choice Assignment-Assessment ICT Web Design

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Ideas for Incorporating Technology with Choice Assessment

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Ideas for Incorporating Technology with Choice Assessment

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Compare and Contrast 2 Texts-3rd Grade

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Zellwood                        Reading Choice Assessment 

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Zellwood                        Reading Choice Assessment 

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5th grade - Megan, Sara & Lisa

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5th grade - Joy, Joyce, Debbie, & Kristy

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Choice Assignment-Assessment_Joy, Joyce, Debbie, and Kristy

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Choice Assignment- Tom Bisulca Romeo and Juliet Act 1 Scene 1

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Zaheda and Carla

Objectives:  Students will demonstrate an understanding of the main idea and key details.

Rationale: Reindeer can survive through different seasons.  They adapt to weather, finding food, finding safe environments during different seasons of the year.  To demonstrate your understanding of the main idea and key details, choose one of the following options.
1. Use a highlighter to highlight the main idea and key details using your own copy of the National Geographic Magazine.
2.  Use a graphic organizer to write the main idea and key details.
3.  Draw pictures that will represent supporting details of the main idea.
4.  Answer questions to identify main ideas and key details.

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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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Word Share

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Choice Assessment example- Colonial Settlement impacting Native Americans

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Jeanie Mason

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Jeanie Mason

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pg.2 Homework

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Pg.1 Homework

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I'm thankful my table mate took the picture for me. Shout out to Mrs. Nicole :)

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Amanda Comstock

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1. Literacy Trekker and Text Structures are very familiar from our PLC book study.

2. All teachers need to teach literacy because it shows that literacy is important.

3. Teaching text structures helps students better comprehend what they read. Knowing text structures allow students to follow the patterns in which the author is trying to communicate. This helps students avoid the "4th grade slump" by encouraging students to read to learn instead of learning to read.

4. The 6 text structures are question and answer, problem and solution, cause and effect, compare and contrast, sequencing, and description.

5.Activating Prior Knowledge allows students to be reminded of their past experiences pertaining to the topic. Making inferences requires students to read between the lines. Monitoring and Clarifying requires students to explicitly think during reading. Asking questions allows students to have a conversation about the text as they read.

6. Shared reading is where a group is reading a text together. Close reading is where a group chunks a text and re reads as the discussion continues.

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Jeanie Mason - page 2

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Jeanie Mason

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Deborah Turnage

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Literacy Trekker- Scaffolded Reading homework (1)

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Zellwood Elementary
ESE Support Teacher
I enjoy camping and reading.

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Joy

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Literacy Trekker Scaffolded Reading Homework

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UDL Literacy Trekker Scaffolded Reading Homework

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Gina Horton

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Literacy Trekker- Scaffolded Reading homework

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HOMEWORK (and template)

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Literacy Trekker- Scaffolded Reading homework

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3 Essential Ingredients. 4th grade team from Zellwood

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3 Essential Ingredients. 4th grade team from Zellwood

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Jeanie and Suzanne

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Goalpost!: The goal is to get the ball through the goalpost. The varied colors represent variability for all student learners. The context allows for students to get the ball across using the method that is most comfortable for them (e.g. under/over or around the goal post).

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Goals: Clear and Measurable
Variability: Various ways of accessing the goal.
Context: Provide support so it is usable by all!!!! Make changes and be flexible.

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Goals: Simplified and clear to meet all needs.
Variability: Provide multiple means and tools to meet all levels.
Context: Change the environment and the tools, Not the students.

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Goals: Are my goals clear? Student friendly language?

Variability: Am I intentionally planning for the predictable needs?

Context: Using the UDL guidelines to make options available to ALL students by changing the context, not the student.

Kim Riley and Sandy

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Goals - Make them clear.
Variability - Plan so everyone has the chance to succeed.
Context - Arrange physical environment, lesson, and expectations of mastery. The context is the actual following through of your variability planning.

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David Rose discusses the UDL Guidelines using Version 2 (6:20)

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David Rose discusses the UDL Guidelines using Version 2 (6:20)

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National Center on Universal Design for Learning

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Search the world's information, including webpages, images, videos and more. Google has many special features to help you find exactly what you're looking for.

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Myth of the Average (18:00)

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Search the world's information, including webpages, images, videos and more. Google has many special features to help you find exactly what you're looking for.

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MAFS.3.OA.4.8  Solve 2-step word problems using addition, subtraction, multiplication or division by showing your work.

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Zellwood Elementary

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Uses multiple sources of information to guide improvement and demonstrate its  impact. (Evaluation)•	In this school/district, various types of evidence are used to improve the quality of staff development (formative evaluation). •	In this school/district, various types of evidence are used to determine whether staff development achieved its intended outcomes (summative evaluation).•	In this school/district, the evaluation of staff development consistently includes all of the following: data concerning knowledge gained by participants, level of implementation, and changes in student learning.

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Uses multiple sources of information to guide improvement and demonstrate its  impact. (Evaluation)•	In this school/district, various types of evidence are used to improve the quality of staff development (formative evaluation). •	In this school/district, various types of evidence are used to determine whether staff development achieved its intended outcomes (summative evaluation).•	In this school/district, the evaluation of staff development consistently includes all of the following: data concerning knowledge gained by participants, level of implementation, and changes in student learning.

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2. Method
3. Yes
4. Yes
5. No
6. Computer, White board,small group projects
Jeanie Mason, Beth Hoover

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1. MAFS.4.OA.1.3
2. Method standard
3. Solve multi-step word problems using addition, subtraction, multiplication and division by showing your work.
4. Is the means included: yes
5. Does it have to be: yes
6. Deconstruct word problems, identify key words, complete one step at a time.

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Clear goal flexible means activity edition 2_Zellwood math

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LAFS.K.RI.1.2 with prompting and support, identify the main topic and retell key details of a text.
The standard is content based.
The means is included.

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Kim Riley Clear goal%2C flexible means activity edition 2

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clear goal flexible activity- tom bisulca

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1. 5.RL.1.2
2. Content standard
3. Change to Identify or Describe
4. Means included: yes
5. Does it have to be? No
6. PowerPoint, poster, create test questions

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Bev S., Ludymar R., Emily M   1. LAFS.1.RI.1.2 Identify the main topic and retell key details of a text:

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Bev S., Ludymar R., Emily M   1. LAFS.1.RI.1.2 Identify the main topic and retell key details of a text:

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2. Content standard
3.We would change the standard to : Identify/tell and retell/list
4. Yes
5. Yes
6. students could draw, write their response, or act out