Coddle Creek Elementary October 31, 2012 Scoring Open- Ended Items

Secrets of Successful PLCs

Gridded Response Plan to incorporate at least 1 of these items on each CA in grades 3-5…..possibly at 2 nd towards end of year. We will discuss more in PLCs Basically, this is a consideration for new testing. Example of coding answer: If the answer is 8… But Not……………

Begin to align assessments to SBAC, MSLs, etc., which will include open-ended/extended response items Check to see how students across the district are progressing with rigor of Common Core Match learning target to assessment method –Extended written response items can get at deeper levels of knowledge WHY open-ended items?

Look at the Anchor Standards for Reading and Writing. Where do open-ended items fit in? Common Core asks students to write… Arguments using valid reasoning & sufficient evidence Informative/explanatory texts Narrative texts Connections with Anchor Standards

Score each sample using the rubric provided. Discuss your ratings and challenges with your team. What did you notice that has implications for your planning today? Practice Round….

What if… You have an “iffy” response? You don’t understand what the child wrote and need more information? Student provides a great explanation but shows no drawing of work? Rubric signifies partial vs. complete responses… this may need to be defined as a group!

Use a copy of ELA benchmark Someone from your team will leave feedback on benchmark plus/delta site Each assessment needs 2 scores. If you disagree…discuss it and ask for a third opinion You can learn lots about students and instructional practice while you’re scoring. Use your 4 square notes to: –Identify misconceptions –concepts students are excelling in or struggling with –areas in need of re-teaching (trends and patterns of misunderstanding) –focus groups of students who need specific instruction Process for scoring

Teachers will report number of 0, 1, and 2 point scores Vonnie needs scores from PLC Chairs by Friday, Nov. 9. District will look at overall data to see how students are progressing with rigor of CCSS Collecting and using the data

Be looking for ways to incorporate extended response and writing in daily instruction Reflect on the level of questions you ask your students. “Can I ask more rigorous questions to help students think more critically?” Complete the scoring of BA1 OE items and turn scores in to Vonnie by Friday, November 9. Next steps…

We will meet with you at the beginning of work time. Enhancements

Time To Get Started… You will have an hour to get your papers started Remember you will need 2 scores on each paper. Fill-in your notes sheet as you go. Identify your next steps for remediation / clarification.

Your exit ticket will be the four square sheet. Please add your thoughts throughout the day. We will collect your anecdotal notes by November 13. The district needs to know your thoughts and feelings regarding the use of this ERD time for scoring these items – Plus / Delta Your Leadership team wants to hear your ideas for improvement. Feedback

We will Meet Back At 1:45 Our next session will be on Legislative Updates Take a break as needed

Excellent Public Schools Act NC Law – 115C-83.1A NC Read to Achieve Program

Choice Sessions 2:00-2:40 & 2:40-3:20 Choose 2 from the options: Computer Carts in the Classroom – Richardson / Dyvig / Roth AR / Study Island Update – Connections To Common Core – Lerch Daily 5 in the ELA Block – Yerger / Walker

Feedback For the Day… Thank you for a great day of learning. Please take time to post ideas for improvement. Your four-square sheets will need to be submitted to Vonnie’s box by November 9.