2013-14 curriculum adoption & formative assessment...

2013-14 Curriculum Adoption & Formative Assessment Guide

© Teaching Matters, Inc | www.teachingmatters.org | 212.870.3505

Great Teachers. Bright Futures. © Teaching Matters, Inc.

www.teachingmatters.org | 212.870.3505

2013‐14 Curriculum Adoption &

Formative Assessment Guide

Creating a School‐Wide Assessment Calendar

Creating a School‐Wide Assessment Calendar

Having structures and systems in place for assessment is critical to adjusting instruction, monitoring progress

and improving student success. The first step is establishing a calendar that outlines and coordinates all key

assessments including end‐of‐year, benchmark and unit. Below are recommended steps and associated

resources for creating a school‐wide assessment calendar with school leader(s). Ideally, this process would

take place as early in the school year as possible.

Steps:

1. Decide on calendar template.

possible calendar template (blank)

calendar template (sample completed) (see 3 tabs)

2. Calendar the marking period time period.

3. Calendar the NY state testing dates.

4. Calendar any MOSL assessments being administered for each grade.

5. Calendar any additional baseline assessments being administered for each subject and grade.

Some schools may be using custom baseline assessments or the Writing Matters baseline.

Others may use those provided in curriculum resources if available (for example, Go Math

provides baseline assessments) (link to Go Math assessment chart/coming soon)

NYC baseline options are provided on p. 10 of the Periodic Assessment guide. Note that there

is a CCLS‐aligned baseline assessment for math in grades 3‐8 and Algebra. This assessment is

multiple choice and assesses the CCLS‐aligned skills of the prior grade (see p. 18 for more

information); There are no NYC CCLS‐aligned baseline assessments for ELA.

6. Calendar the summative/end‐of‐unit assessment for each unit, for each subject and grade.

Consult timeframe of units for each subject (based on city or school scope and sequence for

the year).

There is a tab on assessment calendar sample with available Scope & Sequence resources.

https://docs.google.com/a/teachingmatters.org/spreadsheet/ccc?key=0AnyreyCLoDa4dHAyWHNFSG1nSzJFcHRFdWNpYklnQlE#gid=1

https://docs.google.com/a/teachingmatters.org/file/d/0B3yreyCLoDa4RUtVVHgza25PV1k/edit

https://docs.google.com/a/teachingmatters.org/document/d/1ZWe6iKpFh12wIfeBF3kqQX3L3Ee666dC5LSK2kajr7U/edit

http://www.p12.nysed.gov/assessment/schedules/2014/ei-schedule-14.pdf



Principals will likely consult teachers/teacher leaders to fill in this information.

7. Decide if benchmark assessments will be administered, and in which subject areas and grades, and

calendar these if relevant.

Some schools may be using custom benchmark assessments.

Others may have chosen from the NYC periodic assessment options in the Periodic Assessment

Guide (see end of this document for key points).

If schools are using NYC periodic assessments, they would have selected them in July.

Keep in mind the time window for administration (included as tab on sample

assessment calendar for reference), as well as the standards covered on the

benchmarks to ensure that they align with what’s being covered in the units. Consult

Schoolnet for access to/information about benchmark assessments as they become

available.

NOTE: In reality, you will likely consider the timing of unit assessments (STEP 6) and

benchmarks (STEP 7) together, to ensure that benchmarks are aligned to what’s being covered

in the curriculum.

Key Information from the Periodic Assessment Guide (2013‐2014):

Schoolnet replaces Acuity as the assessment administration and reporting platform.

Overview of the Periodic Assessment options across grade‐levels (p. 10)

CCLS‐Aligned Baseline assessment information (p. 18)

Available for Math, 3‐8 and HS Algebra

Not available for ELA

CCLS ‐Aligned Benchmark assessment information (p. 19)

Available for ELA and Math, grades 3‐9

Aligned to NYC core curriculum options and NYS scope and sequence (for more information

see p. 5)

Using Formative Assessments within Curriculum

I. Understand: What is formative assessment?

Formative assessment is a process used by teachers and students during instruction that provides feedback to

adjust ongoing teaching and learning with an eye toward improving students' achievement of intended

instructional outcomes.

Key features (FAST SCASS, 2008):

Formative assessment:

is a process, not any particular test

takes place during instruction




https://docs.google.com/a/teachingmatters.org/spreadsheet/ccc?key=0AnyreyCLoDa4dHAyWHNFSG1nSzJFcHRFdWNpYklnQlE#gid=2



is used not just by teachers but by both teachers and students

provides assessment‐based feedback to teachers and students.

results in adjustments that will improve students' achievement of intended curricular aims.

Formative assessments can be used:

in individual classrooms

as common assessments, used across grade, department, school or district. The formative assessments

that are less spontaneous and more big‐picture lend themselves to better tracking and therefore tend

to be more appropriate for collaborative examination and planning.

II. Decide: For what purpose am I using formative assessments?

Formative assessments address a continuum of needs. They can be helpful for everything from making “in the

moment” instructional adjustments to more global decisions related to unit or year‐long planning. Some

strategies make more sense for individual classrooms while others work well as common formative

assessments appropriate for meaningful collaborative inquiry.

Review the chart below that summarizes the full spectrum. Charts that follow on assessment selection focus

on immediate instructional adjustment, near‐future instructional adjustment and last‐chance instructional

adjustment. (Adapted from Popham, James. 2011)

Purpose To make...

Definition General Examples Examples from Curricula

Classroom: XCommon: X

Immediate

instructional

adjustment

In the moment, within lesson for

diagnostic purposes, followed by

modification of the lesson

checks for understanding mid‐lesson, multiple‐choice items with show of hands

Fist to Five (EL), Think (Write)‐Pair‐ Share (Code X), Math Talk (GoMath)

X

Near‐future instructional adjustment

Checkpoint of progress on attaining learning target within the unit, followed by integration of re‐teaching or re‐engagement, additional practice in service of student success

mid‐unit quiz, practice exercise on subskill

Mid‐chapter check point (GoMath)

X X

Last‐chance instructional adjustment

Close to end of instructional sequence, assessment identifies remaining gaps, often followed by

Practice or dress‐rehearsal test (parallel to summative test but

Go Math practice test?

X



re‐engagement of class or differentiated activities for specific learners prior to conclusion of unit and summative assessment.

not exactly the same)

Learning tactic adjustment

Emphasizes self‐direction, students use assessment evidence to monitor their own progress and decide whether or not effective followed by changing their learning strategy when necessary.

Students self‐ assess what works, what does not: re‐reading notes, reviewing the textbook, completing extra practice sheets

EL learning target self ‐assessment

X

Promote a classroom shift

Examines if culture is contributing to learning, including: learning expectations, locus of responsibility for learning, role of classroom assessment. For big picture instructional planning.

Look holistically at results of teacher‐based assessments and student self‐assessments, synthesize to determine which shifts are needed

X

Reflect:

For what purpose(s) do you plan to use assessments during the unit of instruction?

What key information might inform you about if and what students are/are not learning?

III. Select Assessments: Which assessments from the selected curriculum provide the best information for

tracking progress and making sound instructional decisions?

Use the Selecting Formative Assessments Worksheet to plan your formative assessment strategy.

Sample Worksheets:

Code X Formative Assessment Worksheet

Expeditionary Learning Formative Assessment Worksheet

Ready Gen Formative Assessment Worksheet

Tips for selecting formative assessments embedded in your curriculum.

1. Examine the Overview of Assessments chart in the sample worksheet above to become familiar with the

types of assessments provided by the selected curriculum for each unit of study.

2. Unpack the assessments within the unit you are about to teach:



Review the big ideas, long‐term learning targets, and associated CCLS for the unit.

Review the mid‐unit and end of unit assessments for the unit. It may be beneficial to print the student

versions of the assessments along with the scoring tools. For example: Sample Code X Assessment:

6th Grade Unit 1

Discuss the alignment between the assessments, the standards and the big ideas of the unit.

Reflect:

Which concepts and skills are targeted throughout the unit?

Are there concepts or skills that are embedded in the classroom formative assessments

throughout the unit that you can track to ensure students are prepared for the end of unit

assessment?

3. Select the classroom formative and common formative assessments for the unit.

Using the sample Selected Formative Assessments Chart for reference, create a similar chart for the

unit you are planning. It may be helpful to create and review a calendar for the module: Sample

Calendar for 6th Grade Module 1

Consider selecting both classroom formative assessments and common formative assessments within

each unit. Some assessments make more sense for individual classrooms while others work well as

common formative assessments appropriate for meaningful collaborative inquiry.

Begin by charting the common formative assessments. These assessments will be shared by all

teachers in the grade, and are likely the mid‐unit assessments, end of unit assessments, and

performanced‐based assessments.

Classroom formative assessments are provided in each of the NYC‐recommended curricula. It is

essential to strategically choose opportunities to address gaps while instruction is in progress.

While it is necessary to identify opportunities to formally track these checks for understanding,

it is not always an easy task. Some in‐classroom formative assessments can be more easily

monitored across students than others.

Review the most important learning targets for each unit. Select a classroom formative

assessment that can also be used as a common formative assessment to identify gaps while

instruction is in progress.

Reflect:

What will this assessment tell us about what students are learning?

Is this assessment used best as a classroom assessment or a common assessment?

For which standards are appropriate assessment strategies lacking? Where do we

need to supplement to identify learning gaps?

Where can we find resources for this purpose? (adapt an assignment from this

curriculum as an assessment? create assessments? etc.)

https://docs.google.com/file/d/0B-6uGvrzIN-qcERBWVEwZUZ6TUE/edit?usp=sharing

https://docs.google.com/file/d/0B-6uGvrzIN-qcERBWVEwZUZ6TUE/edit?usp=sharing

https://docs.google.com/file/d/0B-6uGvrzIN-qeUx3RUxjMC1xdlk/edit?usp=sharing

https://docs.google.com/file/d/0B-6uGvrzIN-qeUx3RUxjMC1xdlk/edit?usp=sharing



V. Score: How did students perform? (approximate time: 1 meeting plus independent scoring time before next

meeting)

Prepare for scoring:

Review the purpose (near‐future adjustment? last‐chance instructional adjustment? etc.) and

objective (standard addressed, skill addressed) of the assessment

Decide on how the assessment will be scored

student peer‐scoring?

student self‐assessment?

teachers independently?

teachers collaboratively (advised when possible)

Decide on how extensive scoring will be

score all items for all students? (minimalist approach [below prof, prof, above] vs. numeric)

score all items for some students?

score some items for all students

(Factor timeliness into the decision.)

Prior to administering and scoring the assessment, take it so that you can understand potential pitfalls

for students.

Score the assessment.

Execute scoring using decisions made when preparing (above).

Norm collaboratively when scoring extended responses (using the process outlined in the Norming

Process summarized below.)

State the value of consistent measurement.

Review the prompt or task AND the associated rubric.

Review anchor paper (if one exists.) If not, score at least one paper together, review scores,

adjust accordingly to bring scoring into alignment.

Score one or two practice papers. Compare scores. Make adjustments (as above.)

Proceed with scoring. Calibrate periodically by reviewing scorers’ grading together.

Reflect:

How will the assessments in this unit be scored? Why?

How extensive will scoring be? Why?

How will we balance the need for timeliness with the need to be thorough and accurate?



VI. Analyze: What do the data and actual student work tell us about what students are learning and how we

need to adjust instruction? (approximate time: 1 ‐ 2 meeting to sort, identify gaps and strengths, decide on

next steps)

The process below is most appropriate for near‐future [quiz on subskill, practice exercise] and last‐chance

instructional adjustments [practice test].

Record and aggregate

Record number and percentage of students who met or exceeded proficiency vs. number and percentage of

students who did not.

Before team meeting, record using either tracker provided (or your own basic spreadsheet), grade

book, paper‐based chart or your data tracking system .

Sort the student papers into THREE groupings or stacks.

meeting or exceeding standard (2)

“approaching” standard (1)

“beginning” or “not yet” (0)

This may take two passes ‐ one to separate “meeting standard” from not meeting and one to

distinguish between “approaching” and “beginning or not yet” meeting standard. In pre‐tests,

anticipate that most will be in the ‘not meeting’ stack.)

Keep a list of names in each category, using the tracker provided or the Analysis of Student Work:

Grouping Students worksheet.

Analyze student learning for strengths and gaps

Look for patterns in terms of strengths in proficient student papers and learning gaps (areas of need) in non‐

proficient papers.

Use one of the recommended protocols and tools for analyzing student papers:

Looking at Patterns in Student Work accompanied by Strengths and Gaps T‐chart OR

A choice of Looking at Student Work Protocols for deeper look at a smaller set of work

(Tuning, Atlas, Basic)

Go deeper using Reflect on the Patterns of Student Work for considering:

Why are students performing this way?

What in the instruction itself is contributing to the strengths and gaps?

Decide on teachers’ next steps

1. Confirm the key learning gap(s) to address.

2. What will we do to adjust instruction to address the key learning gap(s) (examples: revise the teaching

strategy? provide additional scaffolds or resources? provide more opportunities for practice? provide

more time for processing?)

3. What supports will we provide for:

students with more pronounced challenges?

students who are advanced and require enrichment?

4. Record on p. 2 of T‐chart.

http://www.nsrfharmony.org/protocol/doc/looking_patterns_work.pdf

http://teachingmatters.org/node/357

https://docs.google.com/a/teachingmatters.org/spreadsheet/ccc?key=0Au6uGvrzIN-qdDdTenBneUJzODZ4ZW1MSkl2dExMb3c&usp=drive_web#gid=0



References for Further Study

Formative Assessment for Students and Teachers (FAST) State Collaborative on Assessment

and Student Standards (SCASS). (2008, October). Attributes of effective formative

assessment. Paper prepared for the Formative Assessment for Teachers and Students

State Collaborative on Assessment and Student Standards of the Council of Chief State

School Officers. Washington, DC: Council of Chief State School Officers.

Faxon‐Mills, Susannah, Hamilton, Laura S., Rudnick, Mollie and Brian M. Stecher. 2013.

New Assessments, Better Instruction? Designing Assessment Systems to Promote

Instructional Improvement. Rand Corporation.

http://www.rand.org/content/dam/rand/pubs/research_reports/RR300/RR354/RAND_RR354.pdf

Heritage, Margaret. 2010. Formative Assessment and Next‐Generation Assessment Systems: Are We Losing an

Opportunity?

http://www.edweek.org/media/formative_assessment_next_generation_heritage.pdf

Popham, W. James. (2011). Transformative Assessment in Action. ASCD.

http://www.ascd.org/publications/books/108018.aspx

Older edition as a pdf: http://titleiidgrants.wikispaces.com/file/view/Transformative+Assessment.pdf

http://www.rand.org/content/dam/rand/pubs/research_reports/RR300/RR354/RAND_RR354.pdf

http://www.edweek.org/media/formative_assessment_next_generation_heritage.pdf

http://www.ascd.org/publications/books/108018.aspx

http://titleiidgrants.wikispaces.com/file/view/Transformative+Assessment.pdf

Week 1Sept. 9-13

Week 2Sept. 16-20

Week 3Sept. 23-27

Week 4Sept.30-

Oct.4

Week 5Oct. 7-11

Week 7 Oct. 21-25

Week 8Oct. 28-Nov.1

Week 11Nov. 18-22

Week 13Dec. 2-6

Week 14Dec. 9-13

Week 15Dec. 16-20

Week 16*

Jan. 2-3

ELA GRADE 6

ELA GRADE 7

ELA GRADE 8

MATH GRADE 6

MATH GRADE 7

MATH GRADE 8

SCIENCE GRADE 6

SCIENCE GRADE 7

SCIENCE GRADE 8SOCIAL STUDIES GRADE 6SOCIAL STUDIES GRADE 7SOCIAL STUDIES GRADE 8

** Not a full week of classes with the break in the middle of the week

© Teaching Matters, Incwww.teachingmatters.org | 212.870.3505

Nov

. 28-

29 N

o sc

hool

, Tha

nksg

ivin

g re

cess

* Not a full week of classes with the break in the beginning and/or end of the week

2013-14 NEW YORK CITY INSTRUCTIONAL CALENDARWeek 6*

Oct. 15-18Week 9**

Nov. 4, 6-8Week 10*Nov. 12-15

Week 12*Nov. 25-27

Dec

. 23

- Jan

. 1 N

o sc

hool

, win

ter r

eces

s

Sept

. 2-4

No

clas

ses,

Lab

or D

ay a

nd s

taff

mee

tings

Sept

. 5,6

- R

osh

Has

hana

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Oct

. 14

Col

umbu

s D

ay

Nov

. 5 E

lect

ion

Day

Nov

. 11

No

scho

ol, V

eter

ans

Day

Week 17Jan. 6-10

Week 18Jan. 13-17

Week 20Jan. 27-31

Week 21Feb. 3-7

Week 22Feb. 10-14

Week 23Feb. 24-28

Week 24Mar. 3-7

Week 25Mar. 10-14

Week 26Mar. 17-21

Week 27Mar. 24-28

Week 28Mar.31-Apr.4

Week 29Apr. 7-11

Week 30*Apr. 23-

25

Week 31Apr. 28-May

2

Week 32May 5-9

Week 33May 12-16

Week 34May 19-23

Jan.

20

No

scho

ol, M

artin

Lut

her K

ing,

Jr.

Day

May

26

No

scho

ol, M

emor

ial D

ay

Week 19*Jan. 21-24

Feb.

17-

21 M

idw

inte

r rec

ess

incl

udin

g W

ashi

ngto

n's

and

Linc

oln'

s bi

rthd

ays

Apr

. 14

- 22

- Spr

ing

rece

ss

Week 35*May 27-30

Week 37June 9-13

Week 38June 18-20

Week 39*

June 23-

June

5 C

hanc

ello

r's c

onfe

renc

e da

y, n

o sc

hool

for s

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Week 36**June 2-4, 6

2013‐14 NEW YORK CITY INSTRUCTIONAL CALENDARWeek 1

Sept. 9‐13

Week 2

Sept. 16‐20

Week 3

Sept. 23‐27

Week 4

Sept.30‐Oct.4

Week 5

Oct. 7‐11

Week 7

Oct. 21‐25

Week 8

Oct. 28‐Nov.1

Week 11

Nov. 18‐22

Week 13

Dec. 2‐6

Week 14

Dec. 9‐13

Week 15

Dec. 16‐20

ELA GRADE 6Unit 1 End of

Unit

Assessment

Unit 2 End of

Unit

Assessment

CCLS‐Aligned

FALL

Benchmark


Unit

Assessment

Unit 2 End of

Unit

Assessment

CCLS‐Aligned

FALL

Benchmark


Unit

Assessment

Unit 2 End of

Unit

Assessment

CCLS‐Aligned

FALL

Benchmark

(two class

periods)

MATH GRADE

6

CCLS‐aligned

BASELINE (one

class period)

Unit 1 End of

Unit

Assessment

Unit 2 End

of Unit

Assessment

CCLS‐Aligned

FALL

Benchmark

(two class

periods)

MATH GRADE

7

CCLS‐aligned

BASELINE (one

class period)

Unit 1 End of

Unit

Assessment

Unit 2

End of

Unit

Assessm

ent

CCLS‐Aligned

FALL

Benchmark

(two class

periods)

MATH GRADE

8

CCLS‐aligned

BASELINE (one

class period)

Unit 1 End of

Unit

Assessment

Unit 2 End of

Unit

Assessment

CCLS‐Aligned

FALL

Benchmark

(two class

periods)

SCIENCE

GRADE 6

Unit 1 End of

Unit

Assessment

Unit 2

End of

Unit

Assessm

ent

SCIENCE

GRADE 7

Unit 1 End of

Unit

Assessment

Unit 2

End of

Unit

Assessm

ent

SCIENCE

GRADE 8

Unit 1 End of

Unit

Assessment

Unit 2 End of

Unit

Assessment

SOCIAL

STUDIES

GRADE 6

Unit 1 End of

Unit

Assessment

Unit 2 End of

Unit

Assessment

SOCIAL

STUDIES

GRADE 7

Unit 1 End of

Unit

Assessment

Unit 2 End of

Unit

Assessment

SOCIAL

STUDIES

GRADE 8

Unit 1 End of

Unit

Assessment

Unit 2 End of

Unit

Assessment

* Not a full week of classes with the break in the beginning and/or end of the week** Not a full week of classes with the break in the middle of the week

Nov. 28‐29 N

o school, Th

anksgiving recess

Week 6*

Oct. 15‐18

Week 9**

Nov. 4, 6‐8

Week 10*

Nov. 12‐15

Week 12*

Nov. 25‐27

Sept. 2‐4 N

o classes, Lab

or Day and staff m

eetings

Sept. 5,6 ‐ Rosh Hashan

ah

Oct. 14 N

o school, Columbus Day

Nov. 5 ‐ No school, Election Day

Nov. 11 N

o school, Veterans Day

Analysis of Student Work

Grade Level / Subject Area: ___________________________Student Work Selected for Analysis: ____________________Content Standard: ___________________________________

1. Expectations for Student Work / Performance

2. Students’ Names

beginning or not yet approaching standard meeting or exceedingstandard

______ % of class ______ % of class ______ % of class

3. Description of Student Performance (one student from each category)

beginning or not yet approaching standard meeting or exceedingstandard

Revised from “Formative Assessment Tool: Analyzing Student Work,” New Teacher Center,2013.

Great Teachers. Bright Futures. © Teaching Matters, Incwww.teachingmatters.org | 212.870.3505

Overview of Assessments:

Formative Assessment Description Scoring Tools Recommended Use

Performance Tasks Description Scoring Tools Recommended Use

Summative Assessment Description Scoring Tools Recommended Use


Unit:

Guiding Questions and Big Ideas:

Standards / Long Term Learning Targets:

Selected Formative Assessments Chart (Classroom/Common Formative Assessments)Black = Classroom Formative (informally tracked) & Blue = Common Formative (formally tracked)

Timing Standards Assessment Location Overview Scoring Process Ease ofScoring

Scoring Key:Basic/Multiple

ChoiceShort Answer Extended

Response


Selecting Assessments

The Overview of Assessments chart outlines the full range of assessments built in to the Code X curriculum. The SelectedFormative Assessments Chart is an example of the common formative and classroom formative assessments that a teacher hasselected to track both formally and informally in a unit of study.

Overview of Assessments: Get the lay of the land for Code X Each unit has “Target Standards” and “Practice Standards” See p. T140 in 6th grade Teacher’s Edition. The formative and summative assessments for each unit are outlined on the Planning Guide page of the Teacher’s Edition.


On Demand Writing On Demand Writing tasks areintegrated throughout the closereading (2nd read). They arevery short writing prompts,with sample sentence starters.

No scoring tools are provided,but teachers should monitorand provide feedback usingsentence frames for guidance.

Classroom formative.Implement

Close Reading IdentifyEvidence, Key Ideas andDetails, Craft and Structure

On the 3rd reading of the text,students identify evidence,describe key ideas and details,and examine craft andstructure.

Sample responses areprovided in the Teacher’sEdition.

Classroom formative orCommon formative.Implement and track.

Oral and Written Summaries During the first reading of thetext, students orallysummarize usingthinkpairshare.

Oral Summary:Informal. Teachers shouldmonitor students duringThinkPairShare.

Classroom formative.Implement


After completing all threereadings of the text, teacherscould incorporate a writtensummary.

Written Summary:No scoring tools are providedfor the written summaries.Teachers may choose to usethe graphic organizer providedby Code X for scoringpurposes.

Accountable IndependentReading

Students practice strategiesthat they are using in LiteratureCircles to deepen theirunderstanding of texts theyread independently.

Code X provides a ReadingLog and Vocabulary Logtemplate.

Implement

Literature Circles Code X provides three levelednovels and guides that aredesigned to provideindependent readingexperiences and studentleddiscussions in LiteratureCircles.

Code X provides anObservation Checklist, StudentSelfEvaluation, and StudentGroup Evaluation. They alsoprovide a sample scoringguide (p. T95).

Implement(if time allows)


Collaborate and Present Collaborative speaking andlistening tasks. One per unit

Speech Checklist forselfassessment.

Common FormativeImplement(if time allows)

Writing Performance Task 7 days to implement

Scaffolded

One per unit.

A checklist is provided forselfassessment andpeerassessment.

For the final piece, a detailedrubric is provided. There are 3dimensions, 4 points each.

Common Formative.Formally score and track.


Novel Study WritingAssignment

For each Literature Circle text,there is a Literary ResponseEssay prompt.

No scoring tools are providedby Code X at this time.

Implement(if time allows)


End of Unit Assessment 8 twopart or multiresponsequestions. These questionsseem to follow a predictableformat: Each question hasPart A and Part B. Part A asksa question about the text (pointof view, vocab, theme, etc),and Part B asks the student toidentify evidence from thepassage that supports theanswer to Part A.

2 constructed responsequestions (2 pt)

1 prose constructed responseitem (4 pt)

Will take two days (45 minuteclass periods)

Answer key and rubric areprovided.

CR and PCR Rubric aredifferent for every question,however there is someconsistency. 2 points response is accurate andincludes two pieces ofevidence. 1 point responseis partially correct and includesone piece of evidence / detail.0 points incorrect or blank.

24 Total Points (20 points ifteacher does not do PCR)


SAMPLE WORKSHEET


Code X 6th Grade, Unit 1Theme: Stories of SurvivalEssential Question: How are people shaped by the challenges they face?Target Standards for the unit: RL.6.3, W.6.3Practice Standards for the unit: W.6.3ae, L.6.1a, L.6.1b, L.6.1e, L.6.4b, L.6.5a

Tracked Standards:RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond orchange as the plot moves toward a resolution.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, andwellstructured event sequences.

Selected Formative Assessments Chart (Classroom/Common Formative Assessments)Black = Classroom Formative (informally “individually” tracked) Blue = Common Formative (formally “collaboratively” tracked)

Timing Standard Assessment Overview Scoring Process Ease ofScoring

Text #1: 3rdRead

RL.6.1, RL.6.3 Identify Evidence(Close Reading)

In the Evidence column, students recordexamples from the text that describe June’s

challenging experiences.

In the Explanation column, students explainhow the evidence introduces, illustrates, ordevelops characters, events and ideas.

Sort the student papers intoTHREE groupings orstacks. meeting or exceedingstandard (2)approaching standard (1)beginning or not yet (0)

Text #1 : 3rdRead

RL.6.3 Key Ideas andDetails

(Close Reading)

Question 3: List three key events that Mazeruses to build conflict in the story. Explainwhy each event is important to the central

idea.



Text #2: 3rdRead

RL.6.1, RL.6.3 Identify Evidence(Close Reading)

In the Evidence column, students recordexamples from the text that describe thespeaker’s challenging experiences.

In the Explanation column, students explainhow the evidence introduces, illustrates, ordevelops characters, events and ideas.


Text #2: 3rdRead

RL.6.3 Key Ideas andDetails

(Close Reading)

Question 3: List three key challenging eventsor experiences that Angelou describes the

speaker facing. Explain why each isimportant to the central idea.


After closereading of Text

#2:Performance

Task

W.6.3 Performance Task Step 1 GenerateIdeas: My NarrativeGraphic Organizer

Students brainstorm ideas for the characters,problem, and resolution that they will write

about in their own narratives.


After closereading of Text

#2:Performance

Task

RL.6.3, RL.6.1,W.6.3

Performance Task Final Draft

Students write a short story in which acharacter from one of the Unit texts faces

another challenging experience.

Using the includedPerformance Task Rubric,teachers will score theassessment and analyzestudent work for growth andremaining gaps inunderstanding.

End of Unit RL.6.3, RL.6.1(assessesadditional

standards aswell)

Evidencebasedselectedresponses

(multiple choice)

Students answer reading comprehensionquestions about one text.

Teachers score the multiplechoice questions andcompute a score. (out of 16points)


End of Unit RL.6.3, RL.6.1,W.6.3

(assessesadditional

standards aswell)

ConstructedResponse

Students answer two short responsequestions. Question 9 asks students todescribe the narrator’s opinion of Alice anduse two details from the passage to support

their response.

Question 10 asks students to summarize thepassage.

Using the 2point rubric,teachers score theresponses and analyzestudent work for growth andremaining gaps inunderstanding.

End of Unit RL.6.3, RL.6.1,W.6.3

ProseconstructedResponse

Students write a story telling what happensnext and how Alice reacts.

Using the 4point rubricprovided, teachers scorethe written piece andanalyze student work forgrowth and remaining gapsin understanding.



Response


Selecting AssessmentsThe Overview of Assessments chart outlines the full range of assessments built in to the Expeditionary Learning curriculum. TheSelected Formative Assessments Chart is an example of the common formative and classroom formative assessments that ateacher has selected to track both formally and informally in a unit of study.

Overview of Assessments: Get the lay of the land for Expeditionary Learning For each module, there are….

Formative Assessments Description Possible Scoring ToolsProvided by EL

Recommended Use

Builtin checks forunderstanding (Daily) QuickWrite, Annotated text,Recording Forms, NoteCatchers, Textdependentquestions, GraphicOrganizers.

Each lesson has builtin checks forunderstanding. They vary from lesson tolesson. Use the CalendaredCurriculum Map: Unit as a Glance (inthe Module Overview) to identify andplan for the ongoing assessments withina module.

None Classroom Formative

Entrance /Exit Tickets Could be skills focused or contentfocused (comprehension quiz).

Using entrance/exit tickets allows you toget a quick check for understanding ofthe learning target so that instruction canbe adjustedor tailored to students’ needs during thelesson or prior to the next lesson.

None Classroom Formative

MidUnit Assessments One per unit

The midunit assessments are typically a

Sample responses,2point rubric for shortresponses, NYS

Common Formative.Formally scored andtracked.


series of short answer questions or agraphic organizer. Some midunitassessments are miniessays.

Expository WritingRubric, ConversationCriteria Checklist.


End of Unit Assessments One per unit

The End of Unit 3 Assessment is usuallya draft of the Performance Task.

2point rubric for shortresponses, NYSExpository WritingRubric, ConversationCriteria Checklist.



Module Performance Task Incorporates multiple modes, or types, ofwriting (e.g.,argument, informative / explanatory text,and narrative)

Always involves writing from sources andciting evidence

Most tasks require research to build andpresent knowledge

The final performance task for a modulecould be a revised version of the End ofUnit 3 Assessment.

NYS Expository WritingRubric



SAMPLE PLANNING WORKSHEETModule: Grade 6 Module 1: Myths: Not Just Long Ago

Guiding Questions and Big Ideas:

• What is the hero’s journey?• What makes a myth?• Why do myths matter?

• The hero’s journey is an archetypal storyline used over the course of centuries.• The hero’s journey helps us to better understand characters in literature and theirresponse to challenges.• All stories have universal elements and themes.

Targeted Standards / Long Term Learning Targets:RL.6.1 I can cite textbased evidence to support an analysis of literary text.RL.6.2 I can determine a theme based on details in a literary text.RL.6.3 I can describe how the characters change throughout a literary text.RL.6.4 I can determine the meaning of literal and figurative language in literary text.RI.6.1 I can cite textbased evidence to support an analysis of informational text.W.6.2 I can write informative /explanatory texts that convey ideas and concepts using relevant information that is carefully selectedand organized.W.6.3 I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense.W.6.4 I can produce clear and coherent writing that is appropriate to task, purpose, and audience.W.6.5 With support from peers and adults, I can use a writing process to produce clear and coherent writing.W.6.6 I can use technology to publish a piece of writing.W.6.9 I can use evidence from a variety of grade appropriate text to support analysis, reflection, and research.W.6.11c I can create poetry, stories, plays, and other literary forms (e.g. videos, art work)L.6.1 I can use correct grammar and usage when writing or speaking.L.6.2 I can use correct capitalization, punctuation, and spelling to send a clear message to my reader.L.6.3 I can use a variety of sentence structures to make my writing and speaking more interesting.L.6.3 I can maintain consistency in style and tone when writing and speaking.


Selected Formative Assessments (Classroom/Common Formative Assessments)Black = Classroom Formative (informally “individually” tracked) Blue = Common Formative (formally “collaboratively” tracked)

Timing Standards Assessment Location Overview Scoring Process Ease ofScoring

Week 1 RL.6.1 Text DependentQuestions: Chapter 1(explicit answer/evidence structure)

Unit 1/ Lesson3

Gives baseline aggregate dataabout how well students cananswer a text based questionwith supporting text evidence.

SSort the student papersinto THREE groupings orstacks. meeting or exceedingstandard (2)approaching standard (1)beginning or not yet (0)

Week 2 RL.6.1, RL.6.3 Short ResponseQuestions: Inferringabout the MainCharacter in TheLightning Thief

Unit 1/ Lesson7 (midunitassessment)

Students will describe howPercy respondsto a challenge he faces in thisexcerpt, and then what they,as readers, can infer abouthim based on his response.This is a reading assessmentand is not intended to formallyassess students’ writing.

Using included sampleresponses as a reference,teachers will assign abaseline student scoreusing the 2point rubric totrack and analyze studentwork for areas of need andreteaching.

Week 3 RL.6.1 Exit Ticket Reflectingon the learning targets.

Unit 1/ Lesson11

Provides an opportunity tocorrelate student perceptionsof ability with observationaldata collected from smallgroup instruction.


Week 3 RL.6.1, RL.6.3,RI.6.1, W.6.9

Drawing Evidencefrom Text: WrittenAnalysis of HowPercy’s ExperiencesAlign with “The Hero’sJourney”

Unit 1/ Lesson13 (end of unitassessment)

Students will complete agraphic organizer and write ashort analytical response thatanswers the question andsupports their position withevidence from the

Using included sampleresponses as a reference,teachers will assign a scoreusing the 2point rubric.Teachers will compare theend of unit score to the


novel and from theinformational text “The Hero’sJourney.”

midunit score and analyzestudent work for growth andgaps in understanding.

Week 5 RL.6.1 Elements of MythGraphic Organizer

Unit 2/ Lesson9

A checkpoint to analyze theevidence that students areselecting for use in themidunit assessment beforethey begin writing.

The teacher guides theclass in an activity toevaluate the evidence andrank it on large sheets ofchart paper.

Week 5 RL.6.2, RL.6.4,W.6.2, W.6.9

Analytical MiniEssayabout Elements andThemeof the Myth ofPrometheus.

Unit 2/ Lesson11 (midunitassessment)

Students willwrite an analytical“miniessay” responding to thefollowing prompts: “What aresignificant elements ofmythology in the story of‘Prometheus’? Explain howelements of mythologycontained in the plot make‘Prometheus’ a classic myth.”“What is animportant theme in the mythof ‘Prometheus? What keydetails from the mythcontribute to this theme?”

Using the included NYSGrade 68 ExpositoryWriting Evaluation Rubric,teachers will score themidunit assessment andanalyze student work forgaps in understanding andreteaching opportunities.

Week 6 RL.6.1 Theme GraphicOrganizer (inpreparation for end ofunit essay)

Unit 2/ Lesson15 or 16

A checkpoint to analyze theevidence that students areselecting for use in theendofunit assessment beforethey begin writing.

Teacher guides the class inan activity to evaluate theevidence and rank it onlarge sheets of chart paper.

Week 7 RL.6.1, RL.6.2,RL.6.4, W.6.2,W.6.9, L.6.1

Literary Analysis—Connecting Themes in“Cronus” and TheLightning Thief

Unit 2/Lessons 1820(end of unitassessment)

Students will write a literaryanalysis responding to thefollowing prompts:“What is a theme thatconnects the myth of Cronusand The Lightning Thief?

Using the included NYSGrade 68 ExpositoryWriting Evaluation Rubric,teachers will score the endof unit assessment andanalyze student work forgrowth and remaining gaps


in understanding.

Week 8 W.6.2, W.6.9

*Doesn’t trackthe powerstandard(RL.6.1) butshould still bescored andtracked

Crosswalk between MyHero’s Journey and“The Hero’s Journey”InformationalText.

Unit 3: Lesson3 (midunitassessment)

Students will write aparagraph explaining theways in which their own “MyHero’s Journey” narrativefollows the archetypal hero’sjourney.

Structure of an ExplanatoryParagraph provided forteacher reference.

Weeks89

RL.6.3, W.6.3,W.6.4, W.6.5,W.6.6, W.6.11c,L.6.2, L.6.3,L.6.3

*Doesn’t trackthe powerstandard(RL.6.1) butshould still bescored andtracked

Final Draft of Hero’sJourney Narrative

Unit 3: workedon throughoutthe unit, finaldraft dueduring Lesson7

Students engage in a seriesof writer’s craft lessons fornarrative writing: They draft,revise, and submit their bestindependent draft of their “MyHero’s Journey” narrative.

none provided


ChoiceShort

AnswerExtendedResponse


Selecting AssessmentsThe Overview of Assessments chart outlines the full range of assessments built in to the Ready Gen curriculum. The SelectedFormative Assessments Chart is an example of the common formative and classroom formative assessments that a teacher hasselected to track both formally and informally in a unit of study.

Overview of Assessments: Get the lay of the land for Ready Gen Each unit has Target Standards for reading and writing. They can be found in the Vertical Standards Map (an expanded scope

and sequence document that outlines the standards covered in each module, and is available by grade level on theTeachability website)


Daily Reader’s and Writer’sJournal Responses

Students respond to questionswithin Key Ideas and Details,Reading Analysis, and Writingin Response to Reading

Sample student responses Classroom Formative andCommon Formative

Independent Writing Practice Writing Practice built in toevery lesson, and provided inthe Reader’s and Writer’sJournal.

Sample student responses Classroom Formative orCommon Formative

Language Analysis Students apply skills learnedabout conventions in theReader’s and Writer’s Journal.

Sample student responses Classroom Formative


Performance BasedAssessment Task

There are two PBATs per unit,one for Module A and one for

Writing Rubric Common Formative.Formally score and track.


Module B.The timing for each PBAT isnot explicitly stated in thecurriculum. Teachers shoulduse their own judgement whendeciding how long theassessment will take based ontheir students’ needs.


End of Unit Assessment The End of Unit Assessmentconsists of two passages,each followed bymultiplechoiceComprehension andVocabulary questions and aConstructed Response writingprompt. There is also anExtended Response writingprompt that requires studentsto draw on information fromboth passages. Studentsshould complete theassessment independently.

Answer key for multiplechoicequestions.

2point rubric for ConstructedResponse.

4point rubric for ExtendedResponse.A



SAMPLE WORKSHEET

ReadyGEN 5th Grade, Unit 1Theme: Depending on Each OtherEssential Questions:Readers: How do charactersʼ responses and reactions affect the text?Writers: How do writers use dialogue and details to develop characters and their experiences?Readers: How do readers identify relationships and interactions in texts?Writers: How do writers group information logically, with supporting visuals?

Target Standards for Module A:RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respondto challenges or how the speaker in a poem reflects upon a topic; summarize the text.W.5.3. Write narratives to develop real or imagined experiences or a events using effective technique, descriptive details, and clearevent sequences.

Target Standards for Module B:RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.


Selected Formative Assessments Chart (Classroom/Common Formative Assessments)Black = Classroom Formative (informally “individually” tracked) Blue = Common Formative (formally “collaboratively” tracked)

Timing Standard Assessment Overview Scoring Process Ease ofScoring

Lesson #9(Module A)

RL.5.2 Reading Analysis:Theme

(Daily Reader’sand Writer’sJournal

Responses)

Using evidence from the text, studentsanswer questions about Chapter 16 from

Night of the Spadefoot Toads.

Sort the student papers intoTHREE groupings or stacks. meeting or exceedingstandard (2)approaching standard (1)beginning or not yet (0)

Lesson #12(Module A)

W.5.3 Planning aNarrative

(IndependentWriting Practice)

Students use a graphic organizer, such asa Story Sequence B chart, to plan an

original short story or drama.


End of ModuleA (lesson 19)

W.5.3 PBA: Module A Making a Difference: Students write anarrative short story or drama with a clear

beginning, middle, and end about acharacter that demonstrates a commitment

to the environment.

Using the 4point rubricprovided, teachers will scorethe written piece and analyzestudent work for growth andremaining gaps inunderstanding.

Lesson #1(Module B)

W.5.2 Informative Essay:Choose a Topic(Independent

Writing Practice)

Students choose a topic related to what ishappening in an ecosystem of their choice,and write an introduction that uses anobservation and descriptive details to

introduce the topic.


Lesson #10(Module B)

RI.5.2 Reading Analysis:Main Idea and

Details(Daily Reader’s

Students use evidence from the text toanswer questions about p. 16 from Rain

Forest Food Chains

Sort the student papers intoTHREE groupings or stacks. meeting or exceeding


and Writer’sJournal

Responses)

standard (2)approaching standard (1)beginning or not yet (0)

End of ModuleB (lesson 19)

W.5.2 PBA: Module B Get the Word Out: Students write a clearand logical informative essay that describes

what is happening to the rain forest.

Using the 4point rubricprovided, teachers score thewritten piece and analyzestudent work for growth andremaining gaps inunderstanding.

End of Unit RL.5.2, RI.5.2,(assessesadditional

standards aswell)

Multiple Choice Students answer questions that focus oncomprehension and vocabulary, andconsist of two parts. Part A questionsusually require students to answer a

question about the passages, while Part Bquestions typically ask students to identifyevidence in the text to support their answer

to Part A.

Using the provided answerkey teachers will score themultiple choice questions andcompute a score.

End of Unit RL.5.2, RI.5.2,W.5.3, W.5.2(assessesadditional

standards aswell)

ConstructedResponse

Students write in response to a promptusing evidence from the passage to supporttheir ideas. As a result, there are many

correct answers.

Using the provided 2pointrubric, teachers will score theresponses and analyzestudent work for growth andremaining gaps inunderstanding.

End of Unit RL.5.2, RI.5.2,W.5.3, W.5.2(assessesadditional

standards aswell)

ExtendedResponse

Students write in response to a prompt bydrawing on information from both passages

in the test.

Using the 4point rubricprovided, teachers will scorethe written piece and analyzestudent work for growth andremaining gaps inunderstanding.



Response


Formative AssessmentAnalysis TChart: Strengths and Gaps

Unit: ________________________ Assessment: __________________ Date: ______

Use this tchart for noting strengths and challenges related to the assessment noted by the team . Rankorder the gaps according to greatest needs within the group of students.(This is particularly helpful whenlooking at student constructed responses/written work.)

Strengths Studentnames

Gaps Studentnames


Next Steps:

What is/are the key gap(s) to address?

What will we do to adjust instruction to address key learning gaps (examples: revise theteaching strategy within Lesson # ___? provide additional scaffolds or resources? providemore opportunities for practice? provide more time for processing?) Be specific.

What supports will we provide for students with more pronounced challenges?

What will we do for students who are advanced and require enrichment?


Reflect on Patterns of Student Work

Unit: ____________________ Assessment:________________ Date: ________

Before analysis After analysis

Whose work toanalyze?

all, representative of allsubgroups, onesubgroup [proficient?beginningnonproficient?, etc.]

Patterns to lookfor/Hypothesize

What results do wepredict?

Patterns wefound

What results did weget?

Why? Link to instruction

What is the relationshipbetween the way we taughtthis material and the resultson the assessment?

Strengths: Good(proficient)understanding of …

Gaps: Partialunderstanding of …

Gaps: Almost nounderstanding of …

Other...


Norming ProcessBefore scoring student work, it is important for school teams to complete a “norming”process. During norming, teachers align or “calibrate” their scoring so that every member ofthe team applies the rubric consistently across students, and of the team of teachersscores consistently with one another (interrater reliability). Having similar scoring anduniform expectations of student work is critical if you want to make meaningful comparisonsamong students.

Steps of the Norming Process

Step 1: Review the Process Discuss the value of norming and scoring this writing Emphasize that measurement is only useful if scoring is consistent.

Step 2: Discuss the Prompt Read the grade level prompt or discuss the task that students were

assigned.

Step 3: Review the Rubric Review dimension definitions Identify components within each dimension

Step 4: Review the Anchor Papers Read anchor papers over Review commentary on anchor papers in order to fully understand scoring

Step 5: Score Practice Papers Read a practice paper Score paper independently using rubric

Step 6: Compare Scores and Discuss Discuss impressions of student work Compare teacher scores

Step 7: Compare Scores to Expert Compare teacher scores to expert scores If discrepancy, refer back to rubric and anchor papers for insight Repeat scoring practice papers and comparing scores until high level of

agreement is reached

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2013-14 curriculum adoption & formative assessment...

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