1. Southern Regional Education Board HSTW MMGW Getting the Most from MMGW Framework Getting More Students to Complete Work at Higher Levels Ohio Schools October 2, 2007

2. Southern Regional Education Board HSTW MMGW Key Practices That Really Count  Rigorous curriculum and Rigorous Assignments and Assessments  Creating a Culture of High Expectations  Designing Engaging, Real- world, Relevant Assignments for All Students  Strong, Effective Leadership

3. Southern Regional Education Board HSTW MMGW What is the Problem?  Many teacher assignments  are not correlated to state assessments.  do not ask students questions in the same manner as state tests.  do not require students to read and comprehend prior to completing the assignment.

4. Southern Regional Education Board HSTW MMGW What Are the Results of the Current Practice?  Most teachers’ assignments and assessments are at the basic level or below.  Most students do not complete enough assignments at the proficient level or above to get them to reach the standard at that level.

5. Southern Regional Education Board HSTW MMGW What is the Problem?  Teachers are trained to trust textbooks and text materials.  Many assignments  use textbook resources only.  address learning at the very basic levels only.  are designed prior to the unit assessment and do not mirror desired outcomes or state assessment criteria.

6. Southern Regional Education Board HSTW MMGW Why Is There a Problem?  Teachers believe that assignments in the textbook are relevant and meaningful and are at or above grade-level.  Teachers believe that the assignments in the textbook and the ancillary materials have both content and process assignments at the proficient level or above.

7. Southern Regional Education Board HSTW MMGW Why Is There a Problem? Level of Assignments % below basic % basic % proficient % advanced 10*55*30*5* *Approximate levels based upon technical assistance team evaluations of teacher assignments and assessments

8. Southern Regional Education Board HSTW MMGW What Are the Results of the Current Practice?  Not providing students with rigorous assignments prevents them from learning at higher levels.  Most students are quite happy to do as little work as possible to ‘get by’ or even fail completely.  Teachers have learned to develop a series of very low-level assignments in order to help students get their grades up enough to pass the class.

9. Southern Regional Education Board HSTW MMGW Essential Conditions  Setting high standards and helping students meet them Indicating the amount and quality of work needed to earn an “A” or “B” Encouraging students to do well in school and to help and learn from each other Sending a consistent message about what all students must do and what level of quality is expected.

10. Southern Regional Education Board HSTW MMGW Essential Conditions  Setting high standards and helping students meet them Requiring work to be revised until it meets quality standards. Providing guidelines and examples of high quality work to students and families. Using “incompletes” instead of zeroes. Using multiple methods of assessment.

11. Southern Regional Education Board HSTW MMGW Effort-based Versus Ability- based Learning p. 9 Ability-basedEffort-based  High ability gets highest marks, take challenging classes  Time is the constant; must learn concepts by due date or fail  Extra help is the students’ responsibility  Feedback is letter or numerical grade  Teachers assume early skills mastered  Ability can be grown; all students should have access to rigorous courses  Students learning at different rates; can redo work/tests  Teachers do not give up on students and provide extra help when needed  Motivate kids that hard work pays off  Give extensive feedback  Must often teach study skills

12. Southern Regional Education Board HSTW MMGW Rigorous Curriculum Assignments and Assessments  Require teachers to use scoring rubrics (not grading scales or scoring guides) that describe for students what they must do in order to make an A or a B on each of the criteria of the product to be graded.  Some teachers may need training on developing rubrics that are appropriate for students.

13. Southern Regional Education Board HSTW MMGW High Expectations In a school with a culture of high expectations, teachers expect all students to complete all assignments, provide extra help and time for those who need it and require below-basic work to be revised.

14. Southern Regional Education Board HSTW MMGW High Expectations One of the major indicators of High Expectations is that students must be required to redo work to meet at least the basic, but preferably the proficient level of the standard.

15. Southern Regional Education Board HSTW MMGW High Expectations  Examine the criteria for high expectations in your handout and the indicators in each area.  With your school in mind, think about the degree to which each is being implemented in your school.

16. Southern Regional Education Board HSTW MMGW What is the Problem?  Teachers report that the number one reason for student failure is not turning in these assignments.  Research shows that most assignments and assessments teachers are currently giving students are at or below the basic level.

17. Southern Regional Education Board HSTW MMGW What is the Problem?  Students report that the number one reason for failure to complete assignments is the lack of relevance to the real world – they aren’t able to make connections to how the learning will benefit their future.

18. Southern Regional Education Board HSTW MMGW What is the Problem?  Teachers often work two to three hours developing rigorous, hands-on, engaging assignments only to have a large number of students choose not to do the work or do it with fidelity.  Teachers simply get tired of working hard for little payoff.

19. Southern Regional Education Board HSTW MMGW Why Is there a Problem?  Teachers believe they are setting high expectations by giving zeros to students who do not complete their work on time.

20. Southern Regional Education Board HSTW MMGW What is the Problem?  Students learn in the early middle grades, they have an option not to turn in their assignments.  More and more choose this option as it is one that requires little or no work or effort.

21. Southern Regional Education Board HSTW MMGW Why Is There a Problem?  Teachers believe that they are getting students ready for the real world by giving zeros, since people who do not do their work are fired.  When students reach high school, this pattern is a formula for failure and drop outs.

22. Southern Regional Education Board HSTW MMGW What is the Power of “I” Turning Current Negative Teacher ‘Power of the Zero’ to Positive Teacher ‘Power of the Incomplete’

23. Southern Regional Education Board HSTW MMGW What Are the Results of the Current Practice?  Giving zeros or accepting work below standard isn’t working.  It fails to motivate students to make a greater effort.  Dropout rates are increasing not decreasing.  Teachers report that students not doing/completing work is the number one reason for failure in the middle and ninth grades.  More students are entering ninth grade unprepared for challenging high school studies.

24. Southern Regional Education Board HSTW MMGW What Are the Results of the Current Practice?  This policy is actually taking away from teachers efforts to get more students to complete work at high levels.  Students have learned that if something is hard to do or takes too long, they simply don’t have to do it – at home or at school. They have learned to manipulate almost everyone.

25. Southern Regional Education Board HSTW MMGW How Do We Fix the Problem? The Power of the “I”

26. Southern Regional Education Board HSTW MMGW How Do We Fix the Problem?  By redefining high expectations as meeting grade-level standards and having students meet the standards.  By defining that in standards-based education and NCLB and making AYP means Zeros Aren’t Possible!

27. Southern Regional Education Board HSTW MMGW The Power of the “I” What can it do? It can  Hold students to high expectations  Not let students “Off the Hook”  For learning  For delivering “quality work”  For completing hard work  For becoming responsible citizens

28. Southern Regional Education Board HSTW MMGW The Power of the “I” What can it do? It can  Give real power back to the teachers.  Create Standards of Learning for all students  Create a Culture of High Expectations  “No excuses!”  “You don’t get to choose not to work.”  Improve the Quality of All Student Work

29. Southern Regional Education Board HSTW MMGW The POWER of the “I” What can it do? It can  Allow Teachers to Really Teach to Standards  Teachers will finally know what students can do  Takes the guesswork out of retention

30. Southern Regional Education Board HSTW MMGW The POWER of the “I” What can it do? It can  Send the Right message to students  The blame game points back to the student  When students come home with an F or a zero, they (and their parents) often blame the teacher  When students come home with an “I”, only the student is to blame

31. Southern Regional Education Board HSTW MMGW What does the “Power of I” look like? 1. Students no longer receive zeros when work isn’t turned in; they don’t have an option not to turn in work. Teachers have made this clear from the beginning of the year Teachers have other “consequences” for work not done, not done completely or not done satisfactorily

32. Southern Regional Education Board HSTW MMGW What does the “Power of I” look like? 2.Late work is just that – late – but it must be completed if teachers are to correctly determine if students know and understand the standards being taught and assessed.

33. Southern Regional Education Board HSTW MMGW What does the “Power of I” look like? 3. Students must be given extra help opportunities (required) to complete the work during the school day (not during the class – ever), after school, Saturday School, or whatever fits your school’s possibilities. (This piece is completely up to schools to determine how this help can best be delivered.

34. Southern Regional Education Board HSTW MMGW What does the “Power of I” look like? 4. Consequences change for students not having work ready to turn in on time: Require students to stay after school in an extra help setting to complete work (this takes some work, but many schools are having great success with this) Require students to attend an extra help class during the school day (these are taking several forms, but consistently, they are similar to a support class)

35. Southern Regional Education Board HSTW MMGW What does the “Power of I” look like?  Some policies state that students are not allowed to participate in any extra- curricular activity (sports, band, chorus, clubs – events and practices), if they are missing any assignments or have attempted to turn in poor quality work.  Must contact students’ parents and solicit their assistance – this must begin early and will have the greatest impact.  Requires a parent conference at a pre- determined number of missed assignments or failed tests, etc.

36. Southern Regional Education Board HSTW MMGW What does the “Power of I” look like? 5.Students will receive an “I” on any assignment not turned in, and One or more “I”s will result in an “I” grade for any report period. 6. Tests may be excluded from the policy. Teachers may choose to give students opportunities to raise test scores by coming in during extra help times.

37. Southern Regional Education Board HSTW MMGW What does the “Power of I” look like? 7.Students cannot receive an A (or a B in some schools) on any assignment that is late or turned in incomplete (some schools have instituted specific time periods) 8.Students never receive an F if an assignment is completed within the year or semester (determined by each school as appropriate).

38. Southern Regional Education Board HSTW MMGW What does the “Power of I” look like? 9. A few students will still fail no matter what you do. So….. Final report cards have asterisk or note reporting to parents that the F is a result of failure to complete work. The goal is to get all groups of students to meet course standards at an acceptable level.

39. Southern Regional Education Board HSTW MMGW Setting School Goals Knowing that it WILL NOT WORK for all students, each school should set goals by tracking the success of this program using appropriate data. First, % of students currently making zeroes= Then, % acceptable after first semester= % acceptable after first year=

40. Southern Regional Education Board HSTW MMGW Essential Conditions Just adding a Power of I policy won’t do it all by itself. This policy works best under the following conditions:  Developing Engaging, Challenging and Meaningful Student Learning Activities and ditching poor quality handout sheets  Establishing homework criteria that recognizes homework should matter and be useful.  Having teachers who know the subject and make it interesting and useful.

41. Southern Regional Education Board HSTW MMGW Essential Conditions  Setting high standards and helping students meet them Indicating the amount and quality of work needed to earn an “A” or “B” Encouraging students to do well in school and to help and learn from each other Sending a consistent message about what all students must do and what level of quality is expected.

42. Southern Regional Education Board HSTW MMGW Communication When expectations are raised, both students and parents must  understand what those new expectations look like (student handbook, flyers with captive slogan, letter from principal, team, teacher, department chair)  know what is expected from each of them (their role in child’s success)

43. Southern Regional Education Board HSTW MMGW Engaging Students in Learning Additional considerations… The Learning Pyramid

44. HSTW MMGW HOW WE LEARN 1% 10% 20% 30% 50% 70% 80% 95% 98% Use art, drama, music, movement – Integrated curriculum with content Having a personal experience – Making connections (hands on) Teaching someone else Discussion with others Lecture with visuals Fill out worksheet Reading Assignment Lecture Using only visuals Learning Pyramid

45. Southern Regional Education Board HSTW MMGW Student Engagement Actions to Increase Student Engagement Help students learn to retrieve and organize information Require students to respond orally and in writing to various prompts Apply knowledge and skills to solving problems Plan balanced instructional strategies -- both teacher-centered and student-centered Plan and share with colleagues

46. Southern Regional Education Board HSTW MMGW Student Engagement Actions to Increase Student Engagement  Use research-based instructional methods.  cooperative learning  project-based learning  reading and writing across the curriculum  CRISS strategies  content-specific strategies  Improve direct instruction techniques.  Observe each other teaching.

47. Southern Regional Education Board HSTW MMGW Prioritizing Actions  Prioritize goals. What must we work on first?  Choose indicators on which to work.  Implementing Power of I  Rubrics and A and B work  engaging activities

48. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Consider implementing first  With teachers who are eager to try it out  In courses with high failure rates  Communicate to students and let them know that learning takes effort and is sometimes difficult  Set Up Multiple Extra Help Opportunities and Require Students to Attend

49. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Create a Culture of High Expectations and Commitment for All Stakeholders  Get commitment from all staff members who will be participating (have a plan)  Have them report to the faculty often regarding the progress, the data, the pros and the cons  Communicate expectations to students, parents, district office and to boards of education members.  Notify the feeder pattern schools and invite teams to visit planning meetings

50. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Develop a school- or department-wide homework policy  Re-examine the type of homework given  Create homework assignments that engage the student and are necessary for the next day’s activity (make it useful)  Determine the purpose of homework and relay that to students often  Have teachers meet together to discuss successful assignments and policies

51. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Emphasize New Content  Too much of some content is review, throughout middle school and especially in grade nine

52. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Work with administrators/district technical support to determine how to record “I” grades.  Be careful not give in to student/ parent requests for ‘what’s my average without the I?’ inquiries.  Hold the I grade for as long as possible.  See pages 17-28 for ideas, sample policies, sample letters.

53. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Rubrics Are Required for Power of I to work  Level the Playing Field  Adapt Rubrics for Self and Peer Review  Samples and Sources for Rubric Design Rubrics.com Rubristar.com Handout

54. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Quality Teaching Is a Necessity  Highly Qualified Teachers  Highly Engaging Activities Hands-on Real World Meaningful Assignments Lose the Handouts, Worksheets, Drill Sheets, Word Searches

55. Southern Regional Education Board HSTW MMGW Extra Help Actions for Improving Extra Help Require students to redo work to meet quality standards in each content area and grade. Require students who earn less than a “C” to attend extra help sessions. Provide samples of quality work and guidelines to students and families.

56. Southern Regional Education Board HSTW MMGW Extra Help  Require Extra Help for those missing assignments or needing to improve quality  Structured Program of Extra Help  Various, Multiple Opportunities  Counselors and advisors must assist in getting extra help  Use service clubs to assist in after school extra help (assign buddies in math, science and English classes)

57. Southern Regional Education Board HSTW MMGW Strategies for Implementation Get organized for accepting late work  Require students to attach a cover sheet with the title and date of the original assignment  Designate a place in your room for quick student access to all assignments  Consider keeping an assignment notebook with a page for each day of class; assignment sheets, rubrics, handouts, etc. can be slipped into clear pockets

58. Southern Regional Education Board HSTW MMGW Strategies for Implementation Get organized for removing “I”s  Work with school/district personnel on correct ways to record “I”s and remove them  Try to make this as easy as possible for everyone  The more difficult this step is, the sell likely the policy will be successful

59. Southern Regional Education Board HSTW MMGW Strategies for Implementation Get organized for unexpected issues to arise  Establish a focus team or committee that  collects and analyzes the data  develops drafts of solutions of new issues such as honor roll, selection into service organizations, etc. and presents to staff

60. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Develop a phone call ‘instruction card’ to use when making parent calls

61. Southern Regional Education Board HSTW MMGW Front of Call Card 1.Hello, Mr/Mrs_____. This is Mr/Ms ______, John’s _____ teacher. I am calling to let you know that John did not have his assignment for class today, and I need your help. You know that Failure Is Not An Option in my class or here at ____ Middle/High School), and all students have to complete all of their assignments. 2.I (We) realize that John may need extra help or time in order to get it done, and he is going to need to stay after school tomorrow in order to get some help to complete the assignment. Who will be coming to pick him up? _____ Is there a relative who could come? A neighbor? 3.I understand, but since he can’t stay, I am going to need your help. The assignment he missed is ____. I need for you to make sure that he completes this assignment tonight, and please sign it at the bottom to show that you have helped him to complete it. 4.I understand that you are upset, but I am doing my job in trying to get your son to be successful in my class. I need your assistance to talk to him and encourage him to complete this assignment.

62. Southern Regional Education Board HSTW MMGW Back of Call Card 5.If parent demands that you not call at work, respond in a calm voice… “I certainly don’t want to have to call you Mr/Mrs. ____, and hopefully I won’t have to call you again if you can assist me in getting John to complete his assignments prior to class. Do you need for me to send you another copy of our grading policy for our assignments?” 6.If the parent becomes irate or confrontational…. Respond in a calm voice… “I understand that you are upset, but this is my job. I want John to be successful more than anything, and I am going to continue to work very hard to make sure that he does. Would you prefer that I call his dad (mom) at work. I’d be happy to do that instead of calling you if you will share that number with me.” 7.Regardless of the parent response, always end the conversation with a positive comment about the student that you know that he/she can do the work if he/she will come in for extra help that you are providing or if he will work hard. You can even apologize that you are placed in the position of having to call at work, but never apologize for calling. 8.End the conversation with something like, “I appreciate your working with me to get john on the right track, and I’ll let you go now. Thank you for your help, goodbye.”

63. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Expect adjustments to the policy to be suggested and have a plan for how to deal with each recommendation (some will be good).  Schedule conference calls with groups of teachers and SREB.  Use the sample letters as samples, please, but please revise them to fit your school/community.

64. Southern Regional Education Board HSTW MMGW Don’t Give Up  Change is hard, especially cultural changes that affect grades and grading.  Don’t give up, and work through your frustrations.  Remember to keep your eye on the prize and know that not every student can/will be saved; most will.

65. Southern Regional Education Board HSTW MMGW Contact Information Toni Eubank, Director Toni.eubank@sreb.org 404-879-5610

67. They must have both  Criteria that will be evaluated  Topic sentence  Developing sentences  Closing sentence  Levels to which the criteria are met  A, B, C or 1, 2, 3 etc.

68. highly versatile as both assessment and instructional tools highly versatile as both assessment and instructional tools used to support self-assessment as well as peer assessment used to support self-assessment as well as peer assessment used as a resource to support and collect on-going feedback on lessons and longer- term projects used as a resource to support and collect on-going feedback on lessons and longer- term projects teachers construct scoring rubrics and infuse them into their instruction in any number of innovative ways. teachers construct scoring rubrics and infuse them into their instruction in any number of innovative ways. rubrics prove especially effective when they are generated collaboratively with students. rubrics prove especially effective when they are generated collaboratively with students.

69. The criteria and standards set for student work and learning is a mystery to most students. The criteria and standards set for student work and learning is a mystery to most students. Students tend to hand in their work and hope for the best. Students tend to hand in their work and hope for the best. Rubrics make teacher's expectations for student work very clear and concrete. Rubrics make teacher's expectations for student work very clear and concrete. Rubrics communicate the teachers expectations for learning in a clear and accessible format. Rubrics communicate the teachers expectations for learning in a clear and accessible format.

70. They are going to be graded on it!

71. Or this…

73. Bonus: Who lives here?

74. 66,000 sq. ft. $97 Million

75. She is always so mean to me! But I didn’t know what you meant. Hey, you were not specific! Where I come from, houses don’t look like that. House? What House?

76. They must have Rubrics!

77. "If you get something wrong," she said, "your teacher can prove you knew what you were supposed to do!" Heidi Goodrich Andrade Heidi Goodrich Andrade “Understanding Rubrics”, Educational Leadership, 54(4) Leadership, 54(4)

78. Rubrics 1.A rubric is an assessment and instruction tool that helps teachers articulate and communicate “what counts” or “what is important” in the lessons and courses they plan to teach. 2.A rubric is usually designed as a one or two-page document formatted with a table or grid that outlines the learning criteria for a specific lesson, assignment, or project.

79. 1. Rubrics tell students they must produce a high quality product. 2. Rubrics set standards. Students know what they must do to achieve a certain level. 3. Rubrics clarify teacher expectations. 4. Rubrics help students become more thoughtful judges of the quality of their own and others’ work.

80. 6.Rubrics have value for other stakeholders (parents administrators, community). 7.Rubrics reduce the amount of time teachers spend evaluating student work. 8.Rubrics are easy to use and explain. 9.Rubrics can be powerful motivational tools.

81. Problem-Solving Rubric Full credit will be given for correct solutions that are clear, logically supported, well-formatted, and well-organized. Partial credit will be given for significant progress toward solution, as long as it demonstrates a recognition of appropriate solution techniques and is clearly presented. No partial credit will be awarded for unrelated information; no partial credit will be awarded for relevant information that is terribly disorganized. 54321 Problem was successfully solved and solution has no errors in computation. All work was shown. Problem was solved correctly but not all work was shown; OR problem was solved incorrectly but solution has no more than one error in computation Problem was solved incorrectly but solution has no more than two errors; one of the errors may be in the math skill/content of assessment Problem was solved incorrectly or there was substantial progress towards a solution; there are significant errors in computation and algebra but student demonstrates some understanding of the math skill/content of assessment Problem was started but there are significant errors in computation and algebra; student demonstrates little understanding of the math skill/content of assessment

82. 4-Point Rubric for Problem-Solving Open Ended Questions KnowledgeStrategyExplanation 4 completely correct; demonstrates strong understanding of concept appropriate strategy; correct labels and notation; and complete solution process each step is completely explained using appropriate vocabulary 3 only one computational or minor algebraic error; demonstrates good understanding of concept appropriate strategy is utilized; minor errors in notation or labels; and solution is nearly complete explanation is nearly complete but some gaps exist; vocabulary is appropriate 2 significant computational or algebraic errors; demonstrates some understanding of concept appropriate strategy is utilized but application is inconsistent; and significant errors in notation or labels explanation is vague or inconsistent with missing or inappropriate vocabulary 1 significant computational and algebraic errors; demonstrates limited understanding of concept inappropriate strategy is utilized with irrelevant information; and significant errors in notation and labels minimal explanation is provided and does not match solution; explanation is unclear with missing and inappropriate vocabulary 0 no answer attemptedno apparent strategyno written explanation

83. Rubrics provide students with more informative feedback about their strengths and areas that need improvement than traditional forms of assessment. Rubrics provide students with more informative feedback about their strengths and areas that need improvement than traditional forms of assessment. A well-written rubric gives students valuable information about their learning that they can not get from receiving just a grade. A well-written rubric gives students valuable information about their learning that they can not get from receiving just a grade.

84. Students who use rubrics tend to be better at assessing the progress of their own work than students who do not. Students who use rubrics tend to be better at assessing the progress of their own work than students who do not. Rubric-supported assessment tends to encourage content learning as well. Rubric-supported assessment tends to encourage content learning as well. Instructional rubrics can help students become thoughtful judges of the quality of their own work. Instructional rubrics can help students become thoughtful judges of the quality of their own work. Students who use rubrics regularly tend to "think about their own thinking" - a high order thinking skill that fosters deep understanding of the subject or task at hand. Students who use rubrics regularly tend to "think about their own thinking" - a high order thinking skill that fosters deep understanding of the subject or task at hand.

85. 1. Determine the specific tasks and outcomes 2. Keep it short and simple (Include 4 - 15 items; use brief statements or phrases) 3. Each rubric item should focus on a different specific skill 4. Focus on how students develop and express their learning

86. 5. Evaluate only measurable criteria 6. Ideally, the entire rubric should fit on one sheet of paper 7. Reevaluate the rubric (Did it work? Was it sufficiently detailed?)

87. Getting the Gist of a Rubric Developing a Rubric for an edible brownie that YOU like Criteria (vertical axis) Criteria (vertical axis) Descriptors of each criteria at each proficiency level (horizontal axis) P. 37 In planner Descriptors of each criteria at each proficiency level (horizontal axis) P. 37 In planner

88. DeliciousTastyEdibleNo, Thank You Taste Texture Richness Visual Appeal

90. Don’t use “canned” rubrics without careful consideration of their quality and appropriateness Don’t use “canned” rubrics without careful consideration of their quality and appropriateness They are for your students and not someone else's They are for your students and not someone else's

91. Include students in the creation process Include students in the creation process Consider using “I” in the descriptors Consider using “I” in the descriptors “Oops, I did not follow the MLA documentation format”. Tip #2

92. Provide students with examples that meet and exceed the standards Provide students with examples that meet and exceed the standards …and some that do not. …and some that do not. Tip #3

93. Don’t wait until students complete their work. Use your rubrics as formative assessments and to guide the editing / revision process. Don’t wait until students complete their work. Use your rubrics as formative assessments and to guide the editing / revision process. Tip #4

94. Revise, revise and revise. Good rubrics are continually revised based on the student work they produce. Revise, revise and revise. Good rubrics are continually revised based on the student work they produce. Tip #5

95. Don’t keep your good rubrics to yourself—share with others! Become a force that raises the bar at your school. Don’t keep your good rubrics to yourself—share with others! Become a force that raises the bar at your school. Tip #6

96. Do your rubrics Challenge ALL students to achieve at higher levels?

97. The Rubric Design Studio at www.thinkinggear.com structures the rubric design process for you. You can create as many rubrics as you want. At each stage of the rubric design process, the Rubric Machine provides tips and hints to help you. www.thinkinggear.com There are 6 steps to the design process. Take the time to get familiar with the steps by "messing around". You can restart or re-edit your entries at any time.

98. www.Thinkinggear.com www.rubistar.com www.rubrics.com www.rubric.com