1. York Curriculum Development Module 5: Analytic and Longitudinal Rubrics Toby Boss Lenny VerMaas Jen Madison April Kelley

2. Essential Questions How can analytic and longitudinal rubrics be developed and used by both teachers and students?

3. Goal Participants will be able to develop and use analytic and longitudinal rubrics.

4. What are the components of a curriculum?

5. Components Curriculum Maps Common Assessments Anchors Rubrics Learning Activities (learning plans) Troubleshooting Guides Differentiation

6. Rubrics Common rubrics provide consistent evaluation and specific feedback Provide more consistent evaluation from one teacher to the next Provide targets for students K-12 Longitudinal rubrics show the development of a skill across grade levels.

7. Common Rubrics Provide: Descriptions of the important dimensions in products or performances Specification of student performance for different levels of understanding, proficiency, or work quality A basis for more consistent evaluation from teacher to teacher

8. Common Rubrics Provide: A basis for more meaningful “standards- based” grading and reporting Students with specific performance targets and guides for assessing their own work

9. Common Rubrics Provide: Performance benchmarks for judging learners’ progress more consistently A basis for assessing current performance levels and targeting “next steps”

10. Materials/Samples Assessing student performance longitudinally College/Career Continuum example

11. Essential Supplemental Nice to Know

12. Essentials provide direction

14. Rubric Structure

15. Rows Represent the skills or performance components. Keep this to 3 or 4 important parts

16. Columns Represent the various proficiency levels Keep these to 3 or 4 levels

17. NeSA Writing Example 11 th Grade Analytic Rubric11 th Grade Analytic Rubric 8 th Grade Analytic Rubric8 th Grade Analytic Rubric 4 th Grade Analytic Rubric4 th Grade Analytic Rubric

18. Application Begin with a performance assessment Determine the rows - components Determine the columns – proficiency scales Write descriptors for each cell on the rubric in this order: Level 3, 2, 1, 4

19. Proficiency Scales= Clearly stating what knowledge and skills students demonstrate for varying levels of understanding. BeginningDevelopingAchievingExtending

20. Early Dismissal Schedule August 31: Curriculum Maps September 28: Common Assessments October 12: Anchors November 30: Rubrics December 14: Learning Activities January 25: Trouble Shooting Guides February 22: Differentiation