Project WRITE:Project WRITE:An MDE Title II GrantAn MDE Title II Grant

To Study Adolescent LiteracyTo Study Adolescent LiteracyImproving Response and AssessmentImproving Response and Assessment

July 23 2009, 2009 July 23 2009, 2009

Presented by Red Cedar Writing Project Presented by Red Cedar Writing Project at MSUat MSU

in conjunction with in conjunction with Clinton RESA, Flint Schools, Genesee ISD, Ingham ISD, Clinton RESA, Flint Schools, Genesee ISD, Ingham ISD,

Lansing Schools, and Shiawassee RESDLansing Schools, and Shiawassee RESDFacilitator: Facilitator: Liz WebbLiz Webb

Technology Liaison: Andrea ZellnerTechnology Liaison: Andrea ZellnerRed Cedar Writing Project Teacher Consultant: Dawn ReedRed Cedar Writing Project Teacher Consultant: Dawn Reed

Introductions of Presenters and Introductions of Presenters and Project WRITE personnelProject WRITE personnel

• Janet SwensonJanet Swenson: Assistant Dean of the College of Arts of Letters at MSU, director of : Assistant Dean of the College of Arts of Letters at MSU, director of the grant and grant writerthe grant and grant writer

• Liz WebbLiz Webb: Facilitator of Project WRITE and Red Cedar Writing Project Teacher : Facilitator of Project WRITE and Red Cedar Writing Project Teacher Consultant (RCWP)Consultant (RCWP)

• Sue StephensSue Stephens: Clinton RESD/Shiawassee RESD partner and grant writer : Clinton RESD/Shiawassee RESD partner and grant writer • Mary Alice RossMary Alice Ross: Flint Schools’ partner: Flint Schools’ partner• Sharon ArmstrongSharon Armstrong: Genesee ISD partner: Genesee ISD partner• Amy Kilbridge and Kathy Dewsbury WhiteAmy Kilbridge and Kathy Dewsbury White: Ingham ISD partners: Ingham ISD partners• Bethany DeschaineBethany Deschaine: Lansing Schools’ partner: Lansing Schools’ partner• Paul LeMahieuPaul LeMahieu, Professor at UC Berkeley and National Writing Project assessment , Professor at UC Berkeley and National Writing Project assessment

expertexpert• Andrea ZellnerAndrea Zellner: RCWP PD Coordinator,Teacher Consultant, Technology Liaison: RCWP PD Coordinator,Teacher Consultant, Technology Liaison• Carol FennCarol Fenn: Secretary at the MSU Writing Center: Secretary at the MSU Writing Center• Theresa MarquezTheresa Marquez: Secretary to Janet Swenson: Secretary to Janet Swenson• Dawn ReedDawn Reed: RCWP Teacher Consultant: RCWP Teacher Consultant

Goals and Objectives of the GrantGoals and Objectives of the Grant• Improve adolescent literacyImprove adolescent literacy• Build a learning community within the cohortBuild a learning community within the cohort• Utilize technology and best practices within the grant Utilize technology and best practices within the grant

and in the classroom to move all students to and in the classroom to move all students to excellence in literacyexcellence in literacy

• Recognize and address the gender gap being Recognize and address the gender gap being documented in mid-Michigan test resultsdocumented in mid-Michigan test results

• Focus on and refine assessment of student writing Focus on and refine assessment of student writing and the use of technology for learningand the use of technology for learning

• Read, utilize and possibly conduct researchRead, utilize and possibly conduct research• Build capacity with teacher leadersBuild capacity with teacher leaders

ProtocolsProtocols• Participate fully in all Participate fully in all

activities: WRITE, READ activities: WRITE, READ and DISCUSSand DISCUSS

• Take care of your needsTake care of your needs• ReflectionsReflections• Pair sharePair share• Small groupsSmall groups• Large group discussionLarge group discussion• Monitor Our AirtimeMonitor Our Airtime• Entrance Slips/Exit slipsEntrance Slips/Exit slips• Parking Lot concernsParking Lot concerns

Project WRITE Summer ExtensionProject WRITE Summer Extension2009 Professional Development 2009 Professional Development

ActivitiesActivities

• Tier II introduction to Project WRITETier II introduction to Project WRITE: June 18, 2009: June 18, 2009• Gull Lake Writers’ RetreatGull Lake Writers’ Retreat: June 26-28, 2009: June 26-28, 2009• Improving Response and AssessmentImproving Response and Assessment: July 23 (full day) : July 23 (full day)

July 27,28, 29 30, ½ days online; SeptJuly 27,28, 29 30, ½ days online; Sept 19, 200919, 2009• Summer Technology InstituteSummer Technology Institute: Aug 4, 5, 6,2009: Aug 4, 5, 6,2009

IRA Objectives• Teachers review the current research on

assessment• Teachers consider the many options available

to them for response and assessment• Teachers assess and respond to student

writing online• Inquiry: How might we improve our response to

and assessment of student writing so that the quality of that writing improves as a result of our efforts?

Roles as TeachersRoles as Teachers

• Teachers-as-Writers Teachers-as-Writers • Teachers-as- Readers Teachers-as- Readers • Teachers-as-CollaboratorsTeachers-as-Collaborators• Teachers-as-Users-of-Teachers-as-Users-of-

TechnologyTechnology• Teachers-as-Assessors of Teachers-as-Assessors of

student writing and student student writing and student use of technology for use of technology for learninglearning

• Teachers-as-Researchers: Teachers-as-Researchers: Learn to love the hard Learn to love the hard questionsquestions

• Teachers-as-LeadersTeachers-as-Leaders

Resources• How to Give Effective Feedback to Your Students by

Susan M. Brookhart (Association for Supervision and Curriculum Development). 2008

• ““Diagnosing and Responding to Student Writing”Diagnosing and Responding to Student Writing” http://www.dartmouth.edu/~writing/materials/faculty/methods/responding.shthttp://www.dartmouth.edu/~writing/materials/faculty/methods/responding.shtmlml

• ““The Trouble with Rubrics” by Alfie Kohn The Trouble with Rubrics” by Alfie Kohn http://www.alfiekohn.org/teaching/rubrics.htmhttp://www.alfiekohn.org/teaching/rubrics.htm

IRA Overview: IRA Overview: July 23, 2009July 23, 2009

MorningMorning• 8:30 – 9:00 Introduction: Handout books; Review various options available to teachers 8:30 – 9:00 Introduction: Handout books; Review various options available to teachers

for assessment and response to student writing with handouts: for assessment and response to student writing with handouts: -The NWP Protocols for Assessing Student Writing-The NWP Protocols for Assessing Student Writing-Analytic rubrics such as Six-Traits-Analytic rubrics such as Six-Traits-Holistic Rubrics such as the MEAP/MME-Holistic Rubrics such as the MEAP/MME

• 9:00 - 9:30 Read Research: “Diagnosing and Responding to Student Writing” 9:00 - 9:30 Read Research: “Diagnosing and Responding to Student Writing” http://www.dartmouth.edu/~writing/materials/faculty/methods/responding.shtml http://www.dartmouth.edu/~writing/materials/faculty/methods/responding.shtml

• 9:30 – 10:00 Analytic assessment of student papers – How it works and a brief 9:30 – 10:00 Analytic assessment of student papers – How it works and a brief deconstruction of a rubric such as Six-Traitsdeconstruction of a rubric such as Six-Traits

• 10:00 – 10:15 Break10:00 – 10:15 Break• 10:15 – 10:45 Holistic assessment of student papers – How it works and a brief 10:15 – 10:45 Holistic assessment of student papers – How it works and a brief

deconstruction of a rubric such as MEAP or MMEdeconstruction of a rubric such as MEAP or MME• 10;45 – 11:15 Read and respond to chapter 1 of 10;45 – 11:15 Read and respond to chapter 1 of How to Give Effective Feedback to Your

Students by Susan M. Brookhart • 11:15 – 12:00 The argument against the use of rubrics: “The Trouble with Rubrics” by 11:15 – 12:00 The argument against the use of rubrics: “The Trouble with Rubrics” by

Alfie Kohn http://www.alfiekohn.org/teaching/rubrics.htm Alfie Kohn http://www.alfiekohn.org/teaching/rubrics.htm • 12:00 – 12:45 Lunch12:00 – 12:45 Lunch

•

IRA Overview: IRA Overview: July 23, 2009July 23, 2009

AfternoonAfternoon

• 12:45 – 1:30 Teachers sign on to the Google site http://sites.google.com/site/projectwritemsu2009/ in assigned groups containing a mix of Tier I and Tier II teachers

• 1:30 -- 2:00 Teachers learn to manipulate the Google site to assess a paper using an analytic rubric onliine

• 2:00 – 2:15 Break• 2:15 – 2:45 Read and assess a student paper using an holistic rubric

on the Google site• 2:45 – 3:45 Teachers continue to manipulate the Google site to

respond to and discuss a paper using an analytic rubric online• 3:45 – 4:00 Exit reflection and discussion questions• Homework: Read

Teachers-as-WritersTeachers-as-Writers• How might we

improve our response to and assessment of student writing so that the quality of that writing improves as a result of our efforts?

• What successes have What successes have you had?you had?

• What challenges do you What challenges do you face?face?

Read Research

• Read: “Diagnosing and Responding to Read: “Diagnosing and Responding to Student Writing” Student Writing” http://www.dartmouth.edu/~writing/materialhttp://www.dartmouth.edu/~writing/materials/faculty/methods/responding.shtmls/faculty/methods/responding.shtml

• Respond to the article on the wikiRespond to the article on the wiki• Discuss in the larger groupDiscuss in the larger group

Analytic assessment of Analytic assessment of student papersstudent papers

• How does it work? How does it work? • Briefly deconstruct a rubric such as Six-Briefly deconstruct a rubric such as Six-

Traits.Traits.• Work in pairs on one element in the Work in pairs on one element in the

handout.handout.• Report out to the larger group.Report out to the larger group.

Holistic Assessment of Holistic Assessment of Student PapersStudent Papers

• How does it work?How does it work?• Using the handout of the MDE rubrics, Using the handout of the MDE rubrics,

do a brief deconstruction a rubric such do a brief deconstruction a rubric such as MEAP or MME.as MEAP or MME.

• Work in pairs.Work in pairs.• Report out to the larger group.Report out to the larger group.

How to Give Effective Feedback to Your Students

by Susan M. Brookhart • Read and respond to chapter 1 on the Project Read and respond to chapter 1 on the Project

WRITE wikiWRITE wiki• Discuss in the larger group.

““The Trouble with Rubrics” The Trouble with Rubrics” by Alfie Kohnby Alfie Kohn

• Read the argument against the use of rubrics: “The Read the argument against the use of rubrics: “The Trouble with Rubrics” by Alfie Kohn Trouble with Rubrics” by Alfie Kohn

http://www.alfiekohn.org/teaching/rubrics.htmhttp://www.alfiekohn.org/teaching/rubrics.htm • Respond to the article on the Project WRITE wikiRespond to the article on the Project WRITE wiki• Discuss in the larger groupDiscuss in the larger group

Lunch

• 12:00 – 12:45

Afternoon Session

Homework

• Read the Cooper handout, “Holistic Evaluation of Writing”

• Respond on the wiki over the weekend.• Source: Cooper, Charles R. And Lee Odell.

Research on Composing. 1974. NCTE.

Exit Reflection and Survey

• Reflection Questions: • How and why would teachers gravitate to one

method or another? • How does the online experience impact the

assessment? • Consider how this approach might help

students improve the quality of their writing.

• Survey Monkey