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1
ACE STRATEGY
ACE THOSEANSWERS!!
2
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.
3
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 open-
ended 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 on-going cycles of PDSA.
4
How can I preparemy students for the
State Test?
TEST PREP
5
The trend in nationalstandards-based testing is to remove the ability for kids to guess their answers!
*They are being required to provide evidencefor how they got their answers
*Tests are looking for application of learning*A great deal of effective writing is being required
of our students.
6
NMSBAMultiple Choice
70% of the test50% of the scoring weight
Open-Ended Questions30% of the test
50% of the scoring weight
7
The New Standards Based Assessment
Test architecture Scoring weight
Grades 3-9
NEW MEXICO
8
The new Standards Based Assessment, Reading
• Grade 3 and Grade 4– MC = 39 items Scoring weight = 52%
– OE (short response) = 10 items
– OE (extended response) = 5 items
• Grade 5– MC = 42 items Scoring weight = 52%
– OE (short response) = 10 items
– OE (extended response) = 5 items
Scoring weight = 48%
Scoring weight = 48%
9
The new Standards Based Assessment, Reading
• Grade 6– MC = 42 items Scoring weight = 54%
– OE (short response) = 10 items– OE (extended response) = 5 items
• Grade 7– MC = 46 items Scoring weight = 54%
– OE (short response) = 10 items– OE (extended response) = 5 items
Scoring weight = 46%
Scoring weight = 46%
10
The new Standards Based Assessment, Reading
• Grade 8– MC = 48 items Scoring weight = 54%
– OE (short response) = 10 items– OE (extended response) = 5 items
• Grade 9– MC = 47 items Scoring weight = 54%
– OE (short response) = 10 items– OE (extended response) = 5 items
Scoring weight = 46%
Scoring weight = 46%
11
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
12
The new Standards Based Assessment, Math
• Grade 3 and Grade 4MC = 47 items Scoring weight = 52%
OE (short response) = 17 items for grade 3
18 for grade 4
OE (extended response) = 3 items
• Grade 5MC = 51 items Scoring weight = 49%
OE (short response) = 18 itemsOE (extended response) = 4 items
Scoring weight = 48%
Scoring weight = 51%
13
The new Standards Based Assessment, Math
• Grade 6– MC = 54 items Scoring weight = 49%
– OE (short response) = 17 items– OE (extended response) = 4 items
• Grade 7– MC = 51 items Scoring weight = 48%
– OE (short response) = 17 items– OE (extended response) = 5 items
Scoring weight = 51%
Scoring weight = 52%
14
The new Standards Based Assessment, Math
• Grade 8– MC = 53 items Scoring weight = 48%
– OE (short response) = 17 items
– OE (extended response) = 5 items
• Grade 9– MC = 52 items Scoring weight =
49%
– OE (short response) = 16 items– OE (extended response) = 5 items
Scoring weight = 52%
Scoring weight = 51%
15
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
16
The new Standards Based Assessment, Science
• Grade 6 – MC = 51 items Scoring weight = 59%
– OE (short response) = 9 items– OE (extended response) = 4 items
• Grade 7– MC = 55 items Scoring weight = 59%
– OE (short response) = 9 items– OE (extended response) = 4 items
Scoring weight = 41%
Scoring weight = 41%
17
The new Standards Based Assessment, Science
• Grade 8 – MC = 54 items Scoring weight = 58%
– OE (short response) = 8 items– OE (extended response) = 5 items
• Grade 9– MC = 52 items Scoring weight = 58%
– OE (short response) = 8 items– OE (extended response) = 5 items
Scoring weight = 42%
Scoring weight = 42%
18
READING
19
ACE Strategy A…Answer the
question!C…Cite evidence from
the text!E…Expand your answer!
20
ACE Strategy A…Anotar la respuesta C…Contar evidencia
del texto E…Extender tu
respuesta
21
Short Answer Responses
Story Date A C E PointsBig Ben Nov. 3 Not Yet Not Yet Not Yet 0Polar Bear
FloatsNov. 7 X Not Yet Not Yet 1
Who’s Your Momma?
Nov. 11 X X Not Yet 2Ten Apples Up on Top
Nov. 14 X X Not Yet 2Where Have You Been?
Nov. 18 X X X 3
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.
…means the student could perform the expectation.
Name: Pablo
22
10
9
8
7
6
5
4
3
2
1Week 1 Week 2 Week 3 Week 4 Week 5
STRATEGIC GOAL: All students will get a 3 on their reading questions by May 2007!
11
GOAL: In 5 weekswe will all be able to get a 2 on our story questions.
We can ACE it!Answer=1 pointCite=1 point“Say why”Expand=1 point“Tell more”
PRE-K Class
23
How am I doing on ACEing
my reading quizzes?3…I expanded my answer…I added more.
2…I could cite evidence to support my answer
1…I answered the questionand 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
________________GOAL
24
PLANI 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.
DOI 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.
ACT
x My plan worked
___I need a new plan
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.
ACE IMPROVEMENT PLAN FOR READING
25
0%10%20%30%40%50%60%70%80%90%
100%
Quarter1
Quarter2
Quarter3
Quarter4
1
2
3
How are we doing in meeting our ACE goal in 2nd period Social Studies?
GOAL: All students will make a 3 on our extended response questions by May 2006
Student’s Score
Answer
Answer& Cite
AnswerCite &Expand
26
0102030405060708090
1stperiod
2ndperiod
3rdperiod
4thperiod
A
C
E
How are we doing in ACE..ing our extended responses in Language Arts?
*Percentage of students who are meeting ACE expectations
A – Answers the questionC – Cites evidence from the textE – Expands the answer
27
Assignment Date A C E MyScore
PeerEvaluator
Score
Teacher Score
Macbeth,
Chpt. 3
Monday
Feb. 7 X 1 1Macbeth,
Chpt 4
Thursday
Feb 10 X X 2 1
QUIZFriday
Feb 11 1 Macbeth
Chpt 5
Tues
Feb 15 X X 2 2 Macbeth
Chpt 6
Thurs
Feb 17 X X X 3 3
QUIZFriday
Feb 18 2Macbeth
Chpt. 7
Tues
Feb 22 X X 2Macbeth
Chpt 8
Thurs
Feb 24 X X X 3 2
QUIZFriday
Feb 25 2
OPEN-ENDED RESPONSES*Use the ACE strategy….A-Answer the question
C-Cite evidence from the text E-Expand your answer
*You may receive a total of 3 points per answer
High School Literature
28
ACE IMPROVEMENT PLANName Jorge Martinez Date: Feb.14th Subject: Literature,2nd period
PLAN: I need to improve how I respond to open-ended questionsso 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!
29
What kind of girl was Goldilocks?
A…Goldilocks was a very naughty little girl.
C…I know she was naughty because she broke inthe Bear’s house, ate their food and broke theirchairs and stuff. That’s illegal and you could goto jail if you got caught.
E…I bet Goldilocks’ mom is going to be mad ather when she gets home. She might get sent totime out. I have been naughty a few times.Sometimes I get caught and sometimes I get away with it.
ANCHOR PAPER
30
What kind of person was Amir from The Kite Runner?
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 pastmistakes.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. Iwould rather be hurt than have no loyalty.
Answer-Red Cite-Blue Expand-Green
ANCHOR PAPER
31
4 points 3 points 2 points 1 point 0 points
Conventions Language skills successfully support meaning; few if any errors in subject/verb agreement, modifiers, punctuation, capitals, or spelling
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 list-like
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
NM Standards-based rubric for Grades 4-9 Writing Prompt
**Evidence of planning(list, web, outline)…1 point awarded
No evidence of planning…0 points awarded
32
MATH
33
ACE Strategy A…Answer the
problem!C…Compute your
work!E…Explain how you got
your answer!
For Math
34
ACE Strategy A…Anotar la
respuestaC…Computar su
trabajoE…Explicar como resolvio
el problema
For Math
35
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 well-organized 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 thorough understanding of the problem.
NMSBA RUBRIC FOR OPEN-ENDED ITEMS IN MATH
Answer Compute Explain
36
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.
EMERGING1 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.
APPRENTICE2 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.
PRACTITIONER3 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.
EXPERT4 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 mathematicalunderstanding of the task or concept.*I explained ALL the steps for how I got my answer.
NMSBA RUBRIC FOR OPEN-ENDED ITEMS IN MATHKID LANGUAGEAnswer Compute Explain
37
Your ADVANCED score:
has enough details to show you understood the problem.is organized and complete.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 thinkinghas 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.
KID-FRIENDLY 4 POINT RUBRIC
38
PRIMARY MATH EXAMPLEHow many legs do two cows and 3 chickens have?
A….14
C…
4 + 4 + 2 + 2 + 2 = 14
E… I droo the cowS and chix and then I cownted all the lags. And then Imad the ekwshun. Thas how I got my ansur.
Rubric Score4-Advanced
39
4 a. 11 4 b. 14 2 c. 12 2 d. 13+2
40
There are 29 NBL teams. Each team is allowed to have 12 active playersand 3 on injured reserve.How many players are in the NBL at any one time?
A…(Answer) 435 players
C… (Compute) or show your work
X = (12+3) 29 29 X = (15) 29 x15 X = 435 145 29_E… (Explain) in writing. 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 group of 15 from 450 to get the same answer…435.
SECONDARY EXAMPLE
Rubric Score4-Advanced
41
Answer Computation:
Explanation: I drod the nmbz I pict ffrst tin I mad the apls to go wet the picchur ov itI chk my wrk bi conteng the apls to be sur.
NMSBA Rubric Score _4__
Standard: Number Sense and Operations.Grade Level Indicator: Understanding the meaning of numbersQuestion: Pick any 5 numbers from 1-10. Show how many apples would make each number?
First Grade Example
42
Answer: Computation:
Explanation: Student told teacher… “I knew the answer because I have five fingers and that makes five cookies. I drew my hand and then I made my pretty fingernails and I made a cookie for each finger. I counted the cookies to check”
ACE…..your math questionsName: ElenaGrade: KindergartenScore…4, Advanced
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?
43
0%10%20%30%40%50%60%70%80%90%
100%
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
4
3
2
1
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 response questions by the end of the year.
44
0
10
20
30
40
50
60
70
Test 1 Test 2 Test 3 Test 4
Scoring 4
Scoring 3
Scoring 2
Scoring 1
Is our class improving on Extended ResponseTests in Math?
GOAL: All students in our class will score a 3 or 4 on the math rubric by May 2007!
45
“MATH” PROBLEM SOLVING GRAPH
Advanced
4
Proficient
3
NearingProficient
2
Emerging
1
Activity1
Activity2
Activity3
Activity4
Activity5
Activity6
Activity7
Activity8
Activity9
Activity10
GOAL
HOW MANY STUDENTS ARE MEETING OUR ACE GOAL?
ACE IT
46
The Number of Students with a 3 or higheron our weekly open-ended quiz.
0
5
10
15
20
25
30
Week
# o
f S
tud
en
ts
Series1 12 15 23 25 24 25
1 2 3 4 5 6
Problem Terrific Harvest Height Tale of Gears Sink or Tiles Dinner Dilemma the Scale Swim
GOAL: All 7th grade math students will “ACE” our math questions bygetting a 3 or 4 on our math rubric. We will all accomplish thisgoal by the end of the semester.
WEEK
47
“MATH” PROBLEM SOLVING GRAPH
Advanced
4
Proficient
3
NearingProficient
2 X
Emerging
1
Terrific Tiles
HarvestDinner
Height Dilemma
Tale of the Scale
Gears Sink or Swim
Connect It
GOAL
Jimmy Carter MS
48
+ ∆TEACHER EXPLAINS PROBLEM AND HELPS US UNDERSTAND
WE UNDERLINE IMPORTANT INFORMATION
RUBRIC
CHARTING OUR RESULTS IN DATA FOLDERS
READ AND RE-READ
2 DAYS TO COMPLETE PROBLEM
QUIET
BENCHMARK PAPERS
LOOKING AT PREVIOUS PAPERS TO LEARN FROM MISTAKES
PEER SCORING
TAKING OUR TIME
USING OUR TIME TO WORK ON THE PROBLEM
DO PROBLEM STEP BY STEP
WE NEED TO CONCENTRATE
BEING LAZY
NOT TAKING THE PROBLEMS SERIOUSLY
WE NEED MORE “P’S”
WE HAVE TO WRITE BETTER EXPLANATIONS OF HOW WE SOLVED THE PROBLEM
WRITE OUT EVERY STEP
PAY ATTENTION WHEN THE PROBLEM IS BEING EXPLAINED AND TAKE NOTES
WE NEED TO DO WHAT OUR “DO” SAYS ON THE PDSA
WE WANT TO WORK IN GROUPS TO PRACTICE
Jimmy Carter Middle School Class Plus/Delta after 4 weeks
49
*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*Attach a gimmick…(collecting ACE cards)
Things that have“WORKED” with kids
50
*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.
ACTIVITYYou will need to designate
the following for Your team…*Facilitator*Recorder*Reporter
51
*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?
ASSIGNMENT:*Decide on a plan to deploy use of the ACE strategy at your school.*Be ready to share your plans with the group.
ACTIVITYYou will need to designate
the following for Your team…*Facilitator*Recorder*Reporter
52
ASSIGNMENT
PLAN
How will you use ACE
in your classroom?
DO
What will you do each
week for four weeks?
ACT
STUDY
How will you visually
monitor progress?
53
PLAN
I will implement the use of ACE in my class.
DOWeek 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.
Week 3…
Week 4…
ACT
STUDYHow are we doing?
What’s working?
What’s not working?
Wk. 1 Wk. 2 Wk. 3 Wk. 4
The kids will need to have input here.
What do we need to change in order to get better next week?
54
PLAN
We will implement the use of ACE in our classrooms.
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 and meet a score of a 3.
ACT
STUDYHow are we doing?
What’s working?
What’s not working?
Wk. 1 Wk. 2 Wk. 3 Wk. 4
What do we need to change in order to get better next week?
ELEMENTARY Grade Level “Team” EXAMPLE
55
PLAN
We will implement the use of ACE in our classrooms.
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.
ACT
STUDYHow are we doing?
What’s working?
What’s not working?
Wk. 1 Wk. 2 Wk. 3 Wk. 4
What do we need to change in order to get better next week?
SECONDARY “Language Arts” Team EXAMPLE
56
PLAN
We will implement the use of ACE into our math instruction.
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.
ACT
STUDYHow are we doing?
What’s working?
What’s not working?
Wk. 1 Wk. 2 Wk. 3 Wk. 4
What do we need to change in order to get better next week?
MATH EXAMPLE“Teacher Team”
57
Connecting To CCI
58
Setting Classroom Learning PrioritiesPublishing and posting strategic learning
goals…
100% of our class will meet or exceed the 3rd 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.
Mark’s strategic learning goal
Workbook Page 18
59
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.
Setting Classroom Learning PrioritiesCharting strategic learning results
3rd Grade Math Open-ended Assessment Results
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4
Grading Period
% o
f cla
ss g
ett
ing
a 3
or
hig
her
on
th
e
Math
Ru
bri
c
Workbook Page 20
Mark’s chart of strategic
baseline data
60
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.
Workbook Page 22
Mark’s class mission
statement and consensogram of commitment
Setting Classroom Learning PrioritiesDeveloping a Class/Course/Program Mission
Statement
Our class will work together to be ready for 4th grade. We will JUST DO IT!!
Our class will work together to be ready for 4th grade. We will JUST DO IT!!
Degree of Commitment to our Mission
0 1 2 3
61
3rd Grade Math Learning Goal100% of our class will meet or exceed the 3rd grade math standards by May 2007…
…as measured by… *Reaching a score of proficient (3) or
higher on our open-ended mathquestions.
3rd Grade Math Learning Goal100% of our class will meet or exceed the 3rd grade math standards by May 2007…
…as measured by… *Reaching a score of proficient (3) or
higher on our open-ended mathquestions.
3rd Grade Math PDSA Board
3rd Period Math Benchmark Assessment Results
010
2030
4050
6070
8090
100
1 2 3 4
Grading Period
Now he and his students are ready to use the Plan-Do-Study-Act
Cycle tofocus on the learning processes that
will help them achieve their goal.
Workbook Page 24
Our class will work together to be ready for 4th grade.
We will JUST DO IT!!
Our class will work together to be ready for 4th grade.
We will JUST DO IT!!
62
PLANOur 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!”
PLAN - What do we plan to learn?
Workbook Page 26
Mark’s PLAN for Week 1
after baseline
quiz
63
DO - What will we do to learn it?
DONext 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
Ways to Learn Factors and Multiples
Practice
with a
buddy
Study the rubric so we know what it looks like
Show us more examples
Let us do
one on our
own then
we check
Don’t go
too fast
Let those who get it share how they do it
Work in a small group
Mark’s DO for Week
1
Workbook Page 28
64
+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
Some were slackers in their group
STUDY - What do our results tell us?
Workbook Page 31
Rx
*More explanation on the rubric!*Get out & distribute the manipulaives!*Everyone needs to do their PART!
More of Mark’s STUDY
for Week 1
65
Answer: 1x12, 12x12x6, 6x23x4, 4x3
Computation:
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 each problem and got my answer.
NMSBA Rubric Score _4__
Standard: Numerical Concepts & Mathematical Operations.Grade Level Indicator:: #4… Identify the relationship among commonly encountered factors and multiples.
Question: What are the different factors of the number 12?
*MARK’S QUICK ASSESSMENT FOR THE WEEK
Anchor
Paper
66
ACT - What will we do differently next week?
OUR ACTION PLAN
We studied our results for this week, 9/1 to 9/5.
__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 groupKeep 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!
ACT
Mark’s ACT for Week 1
Workbook Page 34
67
OUR CLASS GOAL100% of students will meet or exceed
learning of the 3rd grade math standardsMEASURE:
Meeting a score of 3 or higher on the math rubric
OUR CLASS GOAL100% of students will meet or exceed
learning of the 3rd grade math standardsMEASURE:
Meeting a score of 3 or higher on the math rubric
Comprehension Checks
0
10
20
30
40
50
60
70
8090
100
1 2 3 4 5 6 7 8 9
Week
Percentage of Students meeting GoalMark’s Data at the end of the quarter
68
TEMPLATES
69
Short Answer Responses
Story Date A C E Points
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.
*Check means the student could performthe expectation.
70
Answer: Computation:
Explanation:__________________________________________________________________________________________________________________________________________________________
ACE…..your math questions NMSBA Rubric Score ____
Standard:_______________________Benchmark:_____________________Question:_____________________________________________________________________________________________________________________
71
How am I doing in ACEing my reading
quizzes3…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
72
PLAN DO
ACT
___My plan worked
___I need a new plan
STUDY
ACE IMPROVEMENT PLAN FOR READING
73
Assignment Date A C E MyScore
PeerEvaluator
Score
Teacher Score
SHORT ANSWER RESPONSES*Use the ACE strategy….A-Answer the question
C-Cite evidence from the text E-Expand your answer
*You may receive a total of 3 points per answer
74
ACE Improvement PlanName_____________ Date____________Subject____________
PLAN:_________________________________________
DO:_______________________________________________________________________________________________________________________________________
STUDY:___________________________________________________________________________________________________________________________________
___My plan worked!___I need another improvement plan!
75
Passage to read…. Question to answer…
A______________________________________________________________________________
C______________________________________________________________________________
E______________________________________________________________________________________________________________________
ACE ASSIGNMENT
76
“MATH” PROBLEM SOLVING GRAPH
Advanced
4
Proficient
3
NearingProficient
2
Emerging
1
Activity1
Activity2
Activity3
Activity4
Activity5
Activity6
Activity7
Activity8
Activity9
Activity10
GOAL
77
________________________________________
ACE Score-___I answered the question…………………….___yes
___noI supported my answer from the text…..___yes___noI expanded my answer……………………………….___yes___noName____________________________________________________________
ACE Score-___I answered the question……………………………___yes___noI supported my answer from the text…..___yes___noI expanded my answer……………………………….___yes___noName____________________________________________________________
STUDENT SELF-EVALUATION OR PEER SCORING GUIDE