|Dinuba||We will redesign our assessment instruments for Math 7 and Math 8. The plan is to create quarterly benchmarks to help drive our instruction.||I will set up teacher release time to have my teacher collaborate with each other to align our questions, format and scoring rubric for each assessment.|
|Elk Grove||I will work with the math department to facilitate the development of scoring rubrics for the common assessment units in both GoMath 7 and Algebra 1 curriculums for Term 2 assessments in these courses.||First, I will meet with the two math department chairs in August to begin the discussion of expanding their current use of common assessments by implementing scoring rubrics and collaborative scoring of assessments. |
Second, I will help the department chairs with facilitating the discussion with the department at the 2nd department meeting in September.
Third, I will coordinate PD hours for the two different clusters to be able to meet after school in September and October to write these common rubrics. I would investigate the opportunity to offer PD hours for meeting after school to score collaboratively a few of these common assessments.
|Elk Grove||Scoring rubrics for the newly adopted CCSS-M curriculum common assessments are developed and calibrated before the end of the 14/15 school year.||Communicate with math leadership on the importance of using calibrated scoring rubrics for assessments.|
|Elk Grove||Implement a lesson study with grade level teams.||Communicate goals and plan m|
|Elk Grove||Our teams have begun the work of common assessments and rubrics. They need to continue this work, and refine them while then beginning the process of using these tools to get out and "surf." They need to bring in student responses, grade as teams, calibrate evaluations and use student responses as a formative tool for re-teaching or choosing best practices.||We will be meeting in August with the leadership team to determine where on the spectrum of practices each department is. (Math has common tests, but need to create rubrics, and calibrate evaluation.) However, it is important that the teams set goals for themselves and are invested in the process. Therefore, in September, leads will meet with departments set SMART goals for the year, and determine their vision, process (for the work and reporting the work), outcomes and timelines.|
|Long Beach||I will work with my team to fine-tune our assessment rubrics. |
Questions to Think About:
Should our tests all be 100 points?
Should all questions be worth 10 points each?
|Look into "9 point problems" vs. "1 point problems."|
|Long Beach||Grade level cohorts will calibrate and score common assessments in math each trimester and share the results with the principal at a grade level data meeting.||Calendar a grade level scoring window and data meetings at each trimester.|
|Sacramento City||Each grade level team will collaboratively develop scoring rubrics for each math unit assessment and IB Unit summative assessment. Teams will be given time during their PYP Planning Time to collaboratively score a sample of assessments.||1. August pre-service day: establish common vision for what assessments look like at our school. Incorporate this vision into IB PYP Assessment Policy |
2. Meet with each grade level team to review, revise and/or develop scoring rubrics for assessments in Units 1 and 2. Make plan for communicating this information to parents.
|Sanger||All math assessments will be aligned to the school wide assessment rubric with average ratings of 3 or above.||1. Staff members will turn in a previous grade level common assessment (baseline of where we are - prepare for the meeting).|
2. Facilitate a meeting and go over assessment expectations.
3. Have teachers go over the rubric process with one of their assessments (find commonalities within the school and address the needs or misunderstandings).
4. Address current reality and create next steps or expectations for future assessments
|Sanger||Common Assessments will be analyzed by team members to establish effective questions in unit assessments and calibration of grading and fidelity of the grading system.||I will give the departments the collaborative homework assignment protocol discussion form and tailor the questions to address all departments to promote a team discussion of the role of Homework at our school. This will prompt changes in the weight of homework in the grade and generate consistency across all departments in school.|
|Sanger||We will work as teams to develop scoring rubrics for grade level mathematic common assessments that will be fully implemented by the completion of the second trimester.||Clarify purpose for using common assessments and discuss rationale to support scoring rubric implementation|
|Sanger||SHS math will create scoring rubrics for at least two common assessments and score these assessments together in order to calibrate grade level scoring.||Meet with individual teams to establish which units will be rubric scored and ensure assessments contain "rubric questions"|
Give PLC time to develop the rubric
Use PLC time to score exams
|Santa Ana||Starting in the upper grades, that all grade levels will meet to work on common assessments, using common rubrics that will be shared with students.||Meet during Collaboration to look at what are some of the assessments that will be used in the units.|