Writing: Using Rubrics to Score with Reliability Charlottesville City Schools September 28

Learning Targets for Today: Understanding of VDOE and CCS rubric scoring Goals for Reading, Spelling, and Writing in Charlottesville Interrater reliability when using rubric across grade levels and across schools Time to grade!

Writing and the SOL: Writing is “officially” tested in 8th and End of Course (10th grade here in Charlottesville) Two components: 1. Multiple choice 2. Short paper

Writing and the SOL: Multiple choice: ~number of questions on 2 domains: Research, plan, compose, and revise Edit for language, capitalization, punctuation, and spelling * All skills have been introduced and spiraled since elementary grades

Writing and the SOL: ~Short paper scored on 2 domains: Composing and Written Expression Usage and Mechanics ~Each reader (2) give a score for each domain: 4= consistent control (“almost always”) 3= reasonable control (“mostly”) 2= inconsistent control (“some”) 1= little or no control

Writing and the SOL: Each paper is read by 2 readers and given a score for each of the domains. ~Composing and Written expression counts twice ~Usage and Mechanics counts once Therefore, a child could get a total # of points of 24 from both readers ~ Special cases of a score of 0

The Scoring is NOT: ~ based on the number of bullets a child has or does not have (graded holistically) ~ an average score of each of the domains ~ based on a child’s legibility of handwriting

Where we are currently... ~ Overall numbers: 8th SP 65% EOC: 74% ~ Areas of strength on MC: transitional words, combining sentences, revising writing ~ Areas of needed improvement on MC: quotation marks, subject-verb agreement, commas, apostrophes, homophones

Where we want to be… ~In three years, our 8th grade writing scores should be reflective of the VTSS model—80% or above of our students reading, spelling, and WRITING on or above grade level expectations.

The CCS Writing Rubric: ~ Models the VDOE scoring conventions ~ Uses grade level SOL expectations based on the two short paper domains ~ Will help us to define those that are on/above or below grade level in writing at the end of the year ~A “3” or a “4” will be considered on or above grade level in each of the domains or a combined score of 9-12

In Our Breakout Sessions Today… ~ Review new or existing rubrics for grade levels ~ Discuss scoring of writing prompts ~ Establish reliability of the scoring across grade levels and school ~ Have the opporunity to score our fall papers

Breakout Sessions Today : K: Jen Davis (B229) 1: Stephanie Tatel (B226) 2: Ashley Fitzgerald (B222) 3: Lindsay Kamide (B212) 4: Linda Humphries (B201) 5-6: Stacy Reedal, Jen Snyder, Jane Harrington (B234) 7-8: Trish Suchoski and Cheryl Miller (B239)

Welcome to the Breakout Session! Please sit with your grade level group from your school. Each teacher should have a copy of the grade level rubric and samples. Learning target: Grade fall writing prompts with new rubrics and develop anchor papers. Facilitators: There are copies of two writing samples (front and back) per grade level and of the rubric. Each teacher should be pick up one of each at the start.

Activity #1: Review the rubric together and the items in the domains. Remember they build over time and these are end of year expectations! Score the sample papers as a group.

Activity #2: Individually, select two papers from your class of differing abilities. If you are a specialist, choose two of your students’ papers from their homeroom. Grade both using the rubric. Write your name and the total score you gave (2X’s C/WE, 1X U/M) on the back.

Activity #2: Select a partner at your table. Switch papers and grade using rubric for both. Place this score on the top right corner of the page. Compare your scores to your partner’s on back and discuss together any differences and how/why you came to that score.

Across Your Grade Level: After working with the partner, open it up to your grade level. What did you find easy about this? What was difficult? Did you find consensus? Compare your papers as a grade level. What did you feel was a 4, 3, 2, 1? You may not have examples of these…

Across Your School: Using the chart paper, post your examples of anchors for your school/grade (for Walker). Gallery walk to see what the other schools/grade level (for Walker) deemed as “4,3,2,1”. Was there consistency?

Across School/ Grade Level Groups: Number off and divide into grade level groups representing all schools/ levels within your grade level. As a group, discuss the experience of grading with colleagues. Benefits? Issues? Reflect on the gallery walk as a group. Be prepared to share out. Stacy- this is where you all can break into partners for 5/6 teachers so they can discuss… All others, number off (up to 4) each of the tables for grade levels and have them meeting in corners of the room.

For the remainder of the time… Complete the reflective feedback on today’s session. Place in center of table. Use the remainder of the time to grade the fall prompts. Have a great rest of your afternoon!