1. A framework to move from common core to classroom practice Scoring Student Work 1 K. Thiebes

2. Norms  What are some working agreements you feel would help to make today successful? 2

3. Why Rubrics for Scoring … Why Calibrate our Scoring …. 3 Were the achievements and growth of the Industrial Revolution Era worth the cost to society? After reading secondary and primary sources pertaining to the British Industrial Revolution, write an argumentation essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.

4. Scoring Without a Rubric  Read the teaching task.  Read the student sample.  Grade the paper as an A, B, C, D or F. 4

5. Sort by Grade  Physically sort yourselves by the grade you gave the student sample: A – front left side of the room B – front right side of the room C – back left side of the room D – back right side of the room F – middle of the room 5

6. Provide Evidence  Speak with your group and justify why you graded the way you did 6

7. Challenges of Not Having a Common Rubric  Discuss the challenges teachers face without a common rubric  Have a conversation about how not having a rubric is difficult for students 7

8. Unpacking LDC Rubrics and Louisiana Transitional Writing Rubrics 8

9. LDC Rubrics – Scoring v. Grading  The LDC rubric is constructed for classroom use and to provide feedback to students and teachers. It is for feedback. It is not a summative rubric, as might be used in state exams to measure a set of absolute criteria.

10. LDC Rubrics – Scoring v. Grading  It helps students know expectations before the task is completed, and where their strengths and weaknesses are after the task is completed.

11. LDC Rubrics – Scoring v. Grading  It helps teachers gauge the effectiveness of their instructional choices and delivery.

12. LDC Rubrics – Scoring v. Grading  This rubric is designed for teaching that looks for progress NOT failure. No one fails. Students use the feedback to improve - as do teachers.

13. Using the LDC Rubrics  Rubric designed as a holistic and analytical rubric.  To use as holistic, circle one of the terms on the top line – make an overall judgment of the student paper. You can circle boxes as feedback.  To use analytically, circle a score for each category, then average.

14. Using the LDC Rubrics for Scoring  7 Elements at Tables  Calibrating Scoring – Whole Group 14 o Focus o Controlling Idea o Reading/Research o Development o Organization o Conventions o Content Understanding

15. Deconstructing the Rubric 15

16. Rubric Translation 16

17. Scoring Student Work Part 1  Partners Score Together  Partners Score Separately and Compare 17

18. Scoring Student Work Part 2  Switch Partners and Score Together  Partners Score Separately and Compare 18

19. Scoring Student Work Part 3  Praise Point  Teaching Point 19

20. Questions and Answers 20

21. Reflections 21