language standards not assessed in isolation for crt may be assessed in isolation for nrt do not...

Language Standards NOT assessed in isolation for CRT May be assessed in isolation for NRT DO NOT TEACH GRAMMAR IN ISOLATION!!!

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Selected Response Item Which point is agreed upon by all four firsthand accounts of Trumans conversation with Stalin (Texts 36)? A. Stalin made a very limited response to Trumans announcement. B. At the time, Stalin did not fully comprehend what Truman was telling him. C. Stalin urged Truman to use the new weapon against the Japanese. D. Truman indicated that the United States planned to use its new weapon.

Passage Departure Which statement below best describes how the authors choices regarding time and structure help advance a theme of the story? A. The author contrasts Georges sociable nature to Winesburgs unfriendliness to suggest that George will be happier elsewhere. B. The author highlights the tension between George and his father by having George experience flashbacks about Winesburg while he rests on the train. C. The author focuses on the many pleasant things about Winesburg in order to emphasize Georges fear about leaving his home. D. The author adopts a slow pace with few notable events in order to illuminate how quiet life is for George in a town like Winesburg.

Passage for Constructed Response Paired Passage #1: An informational essay about a science teachers exploration of The Great Barrier Reef off the coast of Australia. A detailed description of the characteristics of coral reefs is given. Paired Passage #2: A poem entitled The Aquarium which gives a detailed, colorful description of the tanks inhabitants.

Constructed Response Task ELACC9RL.1; ELACC9RI.1; ELACC9RL.2; ELACC9L.1; ELACC9L.1 This task has more than one (1) part. Read each part carefully and respond. Part A Identify and list colors mentioned in the article and poem. In your list, include the phrases in which these colors are described. Part B Using the above list, analyze how the authors use of color helps the reader imagine marine life. Be sure to complete ALL parts of the task. Use details from the text to support your answer. Answer with complete sentences, and use correct punctuation and grammar.

Exemplar Response Part A scarlet reds amethyst purples emerald greens sapphire blues yellow iridescence silver shiftings white bubbles grey shadows straw-coloured shimmer smear of rose, black gold lawn Part B The authors use of details that describe bright, radiant colors helps the reader to imagine marine life by illustrating its vividness and beauty. For example, the poet helps the reader imagine a specific type of fish by describing them as Blue brilliance cut by black bars/An oblong pane of straw-coloured shimmer. In the article, the author helps the reader to imagine the coral reefs scarlet reds, amethyst purples, emerald greens, and sapphire blues. Just like a painter uses colors to bring her canvass to life, the authors describe different colors to bring their texts to life. The response completes Part A by listing many colors from the text and gives the detail from Part B. Remember: There can be more than one correct answer for constructed response items.

Student Response Score 3 Part A: In the article the author describes coral and algae with colors like scarlet red, amethyst purple, emerald green, and sapphire blue. In the poem colors and phrases are used to describe fish and the ocean with, green and yellow iridescence, silver, gold, grey- green opaqueness, blue shadows against silver saffron water, oblique grey shadows, green man-eting eels, metallic blue, yellow fins like oriental fans, brilliant blue, rose black, silver, mauve, purple, green, pearl, amethyst, white jerks, and long blue waves. Part B: The author uses many different colors and descriptions to help the reader visualize marine life. with the use of bright colors and similes to objects like metal, the sun, and gemstones gives the reader a clear picture of the bright and beautiful colors residing in the fish, coral, and algae. The student demonstrates a clear understanding of the article and poem by correctly identifying the colors mentioned in the texts. The student lists most of the phrases in which the colors are described. The student also explains how the authors use of color helps the reader to imagine marine life The response includes a few relevant details from the text with the use of bright colors and similes to objects. The response demonstrates a command of the conventions of standard English.

Teacher Feedback for Score Point 3 The teacher commends the student for identifying and listing the color phrases from both passages. The teacher commends the student for being able to explain how the authors describe marine life using the similes from the color descriptions. The teacher advises the student that more specific details are needed to make it a 4 paper.

Student Response Score 2 Part A: In the article, the writer describes the "bleached coral" which appears to be "sucked dry" of all its colors. The writer also explains that the pictures look as if they were drawn by an artist "with a fistful of crayons. In the poem the writer describes the "streakes of green and yellow iridescence" on the fish, "green bead eyes", and also the "blue and gold lawn" which they swim about. Part B: When the author uses such a variety of color to describe each and every detail in coral reef, I can image it in my head. I can see the blue fish with the green eyes swimming through the "long blue waves" with colorful coral surrounding. The student demonstrates a basic understanding of the article and poem by identifying a few of the colors mentioned in the poem and includes the phrases in which the colors are described. The student states how the authors use of color helps the reader to imagine marine life. The response demonstrates a command of the conventions of standard English. Though there are a few minor errors in grammar and usage, meaning is clear.

Teacher Feedback for Score Point 2 The teacher tells the student a few color phrases have been identified. The teacher models how to find additional phrases and develop proper explanations about their use. The teacher indicates that English conventions need improvement.

Student Response Score 1 part A- the colors mentioned are streaks of green and yellow,silver- gold,grey-green opaqueness,sharp white bubbles,. part2- the author uses the colors to help the reader visualize what the author is talking about. The student demonstrates a little understanding of the article and poem by correctly identifying a few colors and most of the phrases in which these colors were described. Although the response includes an attempt to analyze how the authors use of color helps the reader to imagine marine life, it is not supported with details from the texts. The response is too brief to demonstrate more than an inconsistent command of the conventions of standard English.

Teacher Feedback for Score Point 1 The teacher commends the student for correctly identifying some of the color phrases in the passages. The teacher recommends working with one passage at a time.

Demonstration lesson with active discussion Whole class instruction/direct instruction Small, cooperative group activity where students examine sample responses and their rubric components Parent conferences Inclusion classes with multiple adult supervisors/coaching Homework (only following extensive explanation and experience with open-ended items provided by the teacher in the classroom) Parent Night activity where parents and their children work together No grades----rubric score accompanied by written and/or oral feedback highly suggested because students are in the process of learning the standards and improving based on feedback Ways to Use Constructed Response Items

How Teachers Use Student Responses Determine students progress towards mastery of standards and readiness to proceed to next level Provide students with oral and written feedback specific to the standard Design instructional next steps, which includes re-teaching, remediation, and differentiation Self-assess professional growth needs, such as additional professional learning, collaboration, classroom materials and resources

Findings on Pilot Students in Georgia did not answer all parts of the question If there is only one box, but two parts of a question (Part A and Part B), students need to respond to both parts in one cohesive answer.

Sample Open-Ended Item Extended Constructed Response English Language Arts - Grade 6 Passage: The Tall Rock A story told by a boy who is visiting his grandfathers house. He describes climbing Mountain Rock with his younger brother and how the rock seems to have gotten smaller as he has grown up.

Extended (Constructed) Response Item W.6.3; RL.6.6; W.6.3b; W.6.4; L.6.1 4 points Write a conclusion to the story, told from the narrators point of view twenty years later. Your narrative should describe the narrators conclusions about the childhood experiences with Mountain Rock, but now from the perspective of an adult. Use details from the text to support your answer. Answer with complete sentences, and use correct punctuation and grammar.

Score Designation Description 4 Thoroughly Demonstrate d The student demonstrates a thorough understanding by writing a conclusion from the narrators point of view as an adult. The conclusion describes the narrators conclusions in a way that logically relates to events from the story, and that refers to many specific details from the story. For example, the adult narrator would logically have fond memories of Mountain Rock. The student uses complete sentences, correct punctuation and grammar. 3 Clearly Demonstrated The student demonstrates a clear understanding by writing a conclusion from the narrators point of view. The conclusion presents the narrators conclusions as an adult, and it logically follows from events in the story. The conclusion includes a few relevant details from the story; some details may be general. The student uses mostly correct sentences, punctuation and grammar. 2 Basically Demonstrated The student demonstrates a basic understanding by writing a conclusion about the narrators childhood experiences with Mountain Rock. The conclusion deviates somewhat from the scenario set up in the task, either by failing to plausibly establish the narrator as an adult, or by creating inconsistencies. The student uses minimal support from the story; some support may be incorrect or irrelevant. The student uses some correct sentences, punctuation and grammar. 1 Minimally Demonstrated The student demonstrates a minimal understanding by writing a conclusion that fails to address the topic of the narrators childhood experiences, but rather continues where the story leaves off, or presents the narrator as an adult in a way that does not relate to childhood experiences. Examples could include a conclusion in which the narrators family unpacks the car and then enjoys a picnic by Mountain Rock, or a conclusion in which the narrator describes his/her job or family as an adult. The student includes no support from the story. The response has significant errors in constructing complete sentences, and/or in using correct punctuation and grammar. 0Incorrect or irrelevant The response is incorrect or irrelevant.

Exemplar Response It was a long time ago the last time I visited Mountain Rock. My grandparents sold their house about ten years ago and moved to an apartment. Even though I am now an adult, I still like to think about the fun I had on Mountain Rock. Of course I got taller and taller until finally I could just step on top of the rock without any help. It was cool to think that when I was just a little kid I needed Grandpa to help me climb the rock. Even when the rock didnt seem like a big mountain, Grandpa still had to lift me to the top for a long time. One summer when I was a teenager we took our five-year-old cousin Tracy with us to visit my grandparents. On the way there I shouted I get to climb first. Nick thought that was hilarious and said, You kids and your rock! just like our mom used to say. Ill always have happy memories of Mountain Rock.

Student Response Score 4 Twenty Years later,I still remember those olden days we used to vist my grandparent's big white house right up the hill on summer days. when i was little he'd swing me up through the air.the whole hill spun me around the sky was blue and bright.and, the tree's everywhere looked green and enormus.I used to climb the mountain rock.Oh how we loved mountain rock.everytime my brother said" I get to climb first. my mother would say "you kids and your rock.When we reached their house my brother would run and start to climb the rock my arents would just smile put their hands around each other and watch.And i'd just watch looking down.after my grandpa welcolmed us for a second i thought the rock got smaller but it was just that i was getting taller.But all at once i had a though no matter how big,tall or the older i got this would always be the tallest place.I sure do love those memories and i will always keep them!! The response presents the narrators conclusion in a way that logically relates to events from the story and that refers to many specific details from the story. While on the surface this response may appear to summarize the story, the way in which the student handles the language and retelling makes it clear that the narrator truly is reliving fond childhood events twenty years later. The student demonstrates a thorough command of the conventions of standard English. Though there are a few minor errors, primarily typographical, meaning is clear throughout the response.

Student Response Score 3 20 years later, I had grown into a full grown, mature adult. When we would visit my grandparents i would travel with my mom, dad, and brother. Now that I am an adult I travel with my wife and two girls. I still climb on the "Mountain Rock" just mot as much as I did when I was a kid. Now that I am grown I help my kids climb the wall. They love climbing the wall even more than I did when I was their age. They are always arguing on the trip to my grandparent's house. The main argument is "Who is going to get to clim bthe wall first." Maybe, I will be a grandparent someday and have a "Mountain Rock" for my grandkids to climb on. The response includes a few relevant details from the story. In order to achieve a higher score, the student needs one or two additional specific details from the story. The student demonstrates command of the conventions of standard English. There are a few distracting errors in grammar and usage but meaning is clear.

Student Response Score 2 I used to enjoy the climb on the boulder at grandpa's house and how tall i used to feel, and i would anticapate all six hours of the ride there. The rock used to be like a mouantian to me, but now when I revisit I can tell that I have grown alot throughout the years. But I will always remember the thrill of being so high, and to this day it is still the tallest place in the world to me. The student does not plausibly establish the narrator as an adult. While the student appears to show the narrator reflecting on the past, it is difficult to determine whether or not he or she places the narrator twenty years later or merely summarizes the narrators feelings in the story provided. The student uses a few details from the story, but, in order to achieve a higher score, he or she needs to more clearly show that the setting is twenty years later. The student demonstrates an inconsistent command of the conventions of standard English. There are a few distracting errors in grammar and usage, but they do not impede understanding.

Student Response Score 1 I realized it was the rock that made it worth while,even thought the rock was not big to my eyes it was big to my mind,which made the whole trip alot more memorible,and i couldnt wait to come back next year. The student demonstrates a minimal understanding by writing a conclusion that does not address the narrators childhood experiences but rather continues where the story leaves off. While the student does include support from the story, his or her approach is not acceptable for a higher score. The student demonstrates an inconsistent command of the conventions of standard English. There are a few errors in grammar and usage, but they do not impede understanding.

Observations from Scoring Some students wrote a non-narrative: 20 years later, the narrator could bring his on children to Mountain Rock and remember the good times he had on Mountain rock himself. Some students wrote in third person: the kids really loved that rock,and they will all ways remeber it as if it was there home.When they have kids they will show them the rock too so they can climb it too. Some responses were too brief to adequately address the prompt: I may have gotten older, but it`s times like these that make me still feel how I felt when I was little. It has been more than 20years since I have climbed the mountions. He Rerember Those Experiences Because They Where Fun

Writing Logistics Part 3 is Extended Writing No other assessment will be given on this day according to the GA DOE 70 minutes 7 points for the extended response (essay) Based on 2 paired passages (max. 800 words) Informational OR Argumentative Not a published piece Strong Rough draft

Writing Logistics Part 3 Warm-up to the writing After reading the paired passages students will Answer three selected response items (3 points) Complete 1 Constructed Response item (2 points) Write 1 Extended Response Informational or Argumentative Essay (7 points)

Scoring Information Writing will be hand-scored 2 raters per paper Teachers will participate in calibration this summer to establish scoring models Models will be used much like the old writing assessment for the 4, 3, 2, 1 papers Delay in scores For total assessment, Lexiles will still be correlated

Rubrics Constructed Response 0-2 scale rubric (RACE training) and 0-4 general rubric 0-4 Item-specific rubric on assessment Extended Constructed Response (Narrative) 0-4 scale rubric ; item specific Extended Response (Informational/Argumentative) Analytical Rubric to be released soon 2 Features: Ideas/Development/Organization/Coherence Language Usage/Conventions

Short Constructed Response Rubric 2 Points Gives sufficient evidence of the ability to justify interpretations of information Includes specific examples that make clear reference to the text Adequately explains the use of these examples with clearly relevant information from the text 1 Point Gives limited evidence of the ability to justify interpretations of information Includes some examples that make clear reference to the text Little to no explanation of the examples with limited information from the text 0 Points Provides no evidence of the ability to justify interpretations of information Includes no relevant information from the text (May be on topic but information is not in connection to the text provided) OR is vague

Rubric ScoreDesignationDescription 4Thoroughly Demonstrated The student demonstrates a thorough understanding of the article and poem by correctly identifying and listing colors mentioned in the texts. The student lists the phrases in which the colors are described. The student also explains how the authors use of color helps the reader to imagine marine life. The response includes many specific details from the texts and correct sentence, punctuation and grammar. 3Clearly Demonstrated The student demonstrates a clear understanding of the article and poem by correctly identifying and listing colors mentioned in the texts. The student lists most of the phrases in which the colors are described. The student states how the authors use of color helps the reader to imagine marine life. The response includes a few relevant details from the texts; some details may be general. The student uses mostly correct sentences, punctuation and grammar. 2Basically Demonstrated The student demonstrates a basic understanding of the article and poem by identifying a few of the colors mentioned in the texts. The student includes a few of the phrases in which the colors are described. The student states how the authors use of color helps the reader to imagine marine life. The response includes minimal support; some support may be incorrect or irrelevant. The student uses some correct sentences, punctuation and grammar. 1Minimally Demonstrated The student demonstrates little understanding of the article and poem by correctly identifying one color, phrase mentioned in the texts, but does not state how the authors use of color helps the reader to imagine marine life. The response includes no support from the texts and has significant errors in sentence construction and/or in using correct punctuation and grammar. 0Incorrect or Irrelevant The response is incorrect or irrelevant.

Content Weights Not to be used to inform instructional time Describes the break-down of the test only Knowledge and skills are no longer discrete Reading and Vocabulary 53% Writing and Language 47%

Resources DO NOT WAIT ON GOFAR! STILL IN PROGRAMMING STAGES (per GA DOE) GA OAS For teachers constructed response module Released test items PARCC mini-assessments Kentucky writing prompt

Waiver This year the assessment will not count as 20% of students grades. As of today (this could change), it WILL somehow factor into the Teacher Effectiveness Measure next year (data one year behind) No re-tests Data will not arrive until next school year

The Plan- Start week of 9/29 8 weeks of text-based constructed response practice (from OAS formative bank) Saved by week Concretely break down the prompt whole class Discuss the two parts of the question Read the passage whole group/small group/independently Students respond to one of the items each practice time (Part A and B if the item has both) Have students self-assess or peer assess Share a model with the class Review student work/provide verbal or written feedback

The Plan Selected response mini-assessments 2 per grade (9 th and 11 th ) The whole mini-assessment does not need to be administered at one time Read the passage together/partners/independently Break down the question and discuss Have students respond to one or a few at a time Practice over time!

language standards not assessed in isolation for crt may be assessed in isolation for nrt do not...

Documents

comga slide

list colors

limited response

exemplar response

marine life

radiant colors

different colors

quiet life