Time estimate: 2 minutes Introduce the presenters.

Time estimate: 2 minutes Introduce the presenters. Ensure each participant has a copy of the following materials: PowerPoint presentation (optional) (2-Point) Rubric Extended-response (4-Point) Rubric Guide Papers Practice Papers Consistency Assurance Papers Review the general purpose Site Training sessions: The purpose of this training is to give you a thorough understanding of the new NY test constructed-response rubrics, how to apply them. New York State Grades 3-8 Common Core ELA Rubric and Scoring Site Training

Scorers must know… You will need to plan to work until the job is done (estimated time is 5pm). Coaching, child care issues and appointments should be previously addressed to be able to accommodate the task. Site specific information can be added here: breaks, lunch arrangements Review role of table/room facilitators Review that hotline calls need to go through site coordinators (coordinators may have trainer or facilitator call but need to be informed of call and content) Process for site might be included here--- such as is everyone trained on entire test or selected questions

In the past… In the past students were asked to do things like:
Characterize the text. Exhibit a cursory understanding of the lead character. Comprehend one sentence from the entire text. Understand basic, non-consequential vocabulary. Answer without a deep analysis of text. Look beyond text for stimuli. Answer by recalling text details. Answer without complete sentences required. So when it comes to the actual reflection of the shifts in items themselves, in the past, students were asked to do things like: Characterize the text. Exhibit a cursory understanding of the lead character. Comprehend one sentence from the entire text. Understand basic, non-consequential vocabulary. Answer without a deep analysis of text. Look beyond text for stimuli. Answer by recalling text details. Answer without complete sentences required.

Now Now, students are going to be asked to:
Comprehend complex, grade-level texts. (What should be noted is comprehension of text is assumed, it is not the focus of measurement.) Identify central themes and key text elements. Consider entire text. Place aspects of the text in context of the entire text. Move beyond basic recall of details within text in ways such as making an inference as to how specific portions of text relate to the structure of the whole text or wrestle with meaningful, real-world questions. In terms of analysis, make and support text-based analyses, to support their text-based analyses with key details, and carry an analysis beyond one text, relating details to overarching messages of both entire texts. Now, students are going to be asked to: Comprehend complex, grade-level texts. (What should be noted is comprehension of text is assumed, it is not the focus of measurement) Identify central themes and key text elements. Requires students to consider entire text. Place aspects of the text in context of the entire text. Move beyond basic recall of details within text in ways such as making an inference as to how specific portions of text relate to the structure of the whole text or wrestle with meaningful, real-world questions. In terms of analysis, students will be asked to make and support text-based analyses, to support their text-based analyses with key details, and carry an analysis beyond one text, relating details to overarching messages of both entire texts. These are the types of things we will be seeing today, and the rubrics will scored accordingly. So now let’s get to the reason why we are here – the rubrics and their application.

What we know… There are no graphic organizers or short response questions to scaffold the extended response questions. No listening section Grade 3 has no paired text Grade 4-8 MAY have paired text 2 pt. rubrics about reading comprehension and 4 pt. rubrics seem to focus on written expression of comprehension. Rubrics are only scoring Expository Writing…no narrative rubrics exist “at this time” (According to Pearson and NYSED) No Condition Code A

The New ELA 2- and 4-point Rubrics
This training session will focus on the new English Language Arts (ELA) constructed-response rubrics and questions. 6

Define holistic scoring and how it differs from typical grading.
Our Goals Define holistic scoring and how it differs from typical grading. Review each ELA rubric in detail: Short-response (2-point) Rubric/Constructed-response Extended-response (4-point) Rubric/Constructed-response Review the goals for the ELA training session with the participants: Define holistic scoring and how scoring differs from grading. Review the new ELA constructed-response rubrics (2-point for all grades, 4-point rubrics for grade 3, grades 4-5, grades 6-8). Review guide responses that correspond to each rubric. Practice scoring both 2-point and 4-point student responses.

Holistic Scoring Time estimate: 5 minutes This section of the training discusses holistic scoring vs. grading student responses. 8

When scoring holistically:
Holistic Scoring When scoring holistically: Read thoroughly, yet quickly, to gain an impression of the entire response. Read the entire response before determining a score, and then promptly assign a score. Read supportively, looking for and rewarding those things done well in a response. Keep in mind that each response represents a first draft, written under timed conditions. It is important to understand holistic scoring and how it applies to the new ELA rubrics and questions (prompts). Explain: To score holistically, you must look at the writing as a total piece of work, greater than the sum of its parts. A response may have some characteristics of adjacent score points, but you must assign the score that best describes the response as a whole – the “best fit” score. When scoring holistically: Read thoroughly, yet quickly, to gain an impression of the entire response – Scoring too slowly can cause a reader to become analytical (focusing on specific traits, good or bad, of a response) instead of seeing the response as a whole. Likewise, scoring too quickly can cause a reader to miss key aspects of a response. Read the entire response before determining a score, and then promptly assign a score – Students can often write themselves into or out of a score point, so it is important to read the whole response before assigning a score. Do not read and re-read a student response – by the third or fourth time reviewing a student response, it is no longer the same paper as when a reader reads it for the first time. Read supportively, looking for and rewarding those things done well in a response – When scoring holistically, you must weigh and balance what is done well in a response with areas that need improvement to find the best-fit score. Keep in mind that each response represents a first draft, written under timed conditions – These responses are not edited, polished pieces of student work. Even responses at the top score points will have errors.

Scoring versus Grading
Scoring a state test is quite different from grading classroom papers. There is no single “correct” answer to the test questions. Students come to the test without knowledge of the passages or prompts. On-demand writing does not provide time to plan, edit, and revise work as does writing compositions for a class. Scoring a state test is quite different from grading classroom papers – When grading one purpose is to provide feedback on areas that need improvement so a student can work on those areas. The purpose of scoring is to assess a student’s work at a specific point in time. This is why it is important to weigh and balance what a student does well with areas for improvement to find the best-fit score for a response. There is no single correct answer to the test questions – The new test questions ask students to make inferences/claims (draw conclusions) based on reading passages and to support their inferences/claims with details from the text. There are multiple ways to respond to these questions that are valid, text-based inferences (e.g., passages may have more than one theme or main idea). Students come to the test without knowledge of the passages or prompts – This is on-demand writing, which is quite different from writing compositions for a class, where students may have time to plan, edit, and revise their work.

Guard Against Scoring Biases
Appearance of response The quality of the handwriting, the use of cursive or printing, margins, editing marks, cross-outs, and overall neatness are not part of the scoring criteria. Reader Bias - Reader Bias refers to personal factors that may affect a reader’s perception of a student response, but have no basis in the rubric. The next few slides cover some factors that affect some readers but must not be allowed to have an impact on scoring. Review each scoring bias. Offensive or Disturbing Content If a student uses inappropriate language, adopts an offensive point of view, or perhaps takes a naïve or narrow approach to a topic, readers should not let the student’s point of view affect the score. Likewise, readers should not let a student’s lifestyle or maturity level influence them either positively or negatively regarding their writing.

Guard Against Scoring Biases (Continued)
Reactions to Style A reader’s own grammatical biases should not play a part in assigning a score if the student has not violated standard writing conventions. In other words, beginning a sentence with “and,” the absence of a formal thesis sentence, the use of first or second person, or an informal tone are not necessarily wrong in this type of assessment. Writer Personality Writers may come across as brash, sassy, cute, self-aware, shy, surly, flat, honest, or naïve. Readers are scoring the written passage, not the writer’s personality. Continue to review each scoring bias.

Guard Against Scoring Biases (Continued)
Reactions to Performance Assessments Some readers may approach writing assessments with their own biases in favor of one type of assessment over another. Or, they may believe it is impossible to fairly score writing. Or, they may feel as though the standards used in an assessment violate their own sense of what constitutes good writing. It is important for each reader to set aside his/her own biases in order to keep the scoring as standardized and as fair to each student as possible. Continue to review each scoring bias.

Remember: You are scoring, not grading.
Keep in Mind… Remember: You are scoring, not grading. Set aside your own grading practices while scoring. Determine scores based only on the work in the student booklet, using state standards—not classroom standards—to score responses accurately, fairly, and consistently. Remember: You are scoring, not grading, student responses – For this test, you do not have the opportunity to watch writers improve over time, you do not have knowledge of their past work, and you do not look at final drafts. Although you may be experienced in reviewing student writing, you need to set aside your own grading practices while scoring. Determine scores based only on the work in the student booklet, using state standards – not classroom standards – to score student responses accurately, fairly, and consistently.

Q&A Ask scorers if they have any questions about holistic scoring and guarding against biases.

2-point Rubric: Short-response
Score Response Features 2 Point The features of a 2-point response are Valid inferences and/or claims from the text where required by the prompt Evidence of analysis of the text where required by the prompt Relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt Sufficient number of facts, definitions, concrete details, and/or other information from the text as required by the prompt Complete sentences where errors do not impact readability 1 Point The features of a 1-point response are A mostly literal recounting of events or details from the text as required by the prompt Some relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt Incomplete sentences or bullets 0 Point The features of a 0-point response are A response that does not address any of the requirements of the prompt or is totally inaccurate No response (blank answer) A response that is not written in English A response that is unintelligible or indecipherable Explain that you will review each score point in detail. These are the same grades 3-8 If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 1.

Score Response Features 2 Point The features of a 2-point response are Valid inferences and/or claims from the text where required by the prompt Evidence of analysis of the text where required by the prompt Relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt Sufficient number of facts, definitions, concrete details, and/or other information from the text as required by the prompt Complete sentences where errors do not impact readability Review the response features of score point 2. If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 1.

Score Response Features 1 Point The features of a 1-point response are A mostly literal recounting of events or details from the text as required by the prompt Some relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt Incomplete sentences or bullets Review the response features of score point 1. If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 1.

Score Response Features 0 Point The features of a 0-point response are A response that does not address any of the requirements of the prompt or is totally inaccurate No response (blank answer) A response that is not written in English A response that is unintelligible or indecipherable Review the response features of score point 0. If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 1.

Points to remember… Writing is to be considered the first draft. These are not expected to be perfect papers, this is on-demand writing. Look for the “best fit” score-don’t over analyze. The 2-point rubric is the same for grades 3-8

Q&A Ask scorers if they have any questions about the 2-point ELA rubric. Ask if the distinctions between the score points make sense. Review what responses at each score point may look like: Score 2 – will have an inference and required supporting details. Score 1 – there are multiple ways to achieve a 1. A response could be a mostly literal recounting of events or details, or contain a valid inference and insufficient details, or just contain a valid inference. Score 0 – will not address any requirements of the prompt or may be totally inaccurate. Remind participants that the rubric tells us what a response at each score point looks like, but the guide papers show us what the responses look like at each score point. Scorers need to reference their guide papers while scoring. Encourage participants to remove the rubric from the packet in order to be able to refer to it while reviewing the 2-point student responses. Depending on training model used- some sites will break into groups for training/ practice on specific rubric . Other sites may train and practice with guide and practice and consistency assurance papers and score section by section. Scoring leaders may want to add slide here with next directions.

Grade 3 ELA Extended-response (4-point) Rubric/Constructed-response
Time estimate: 30 minutes The following sections of the training are focused on the new 4-point constructed-response questions. This section specifically focuses on the grade 3, 4-point questions.

Grade 3 Expository Writing Evaluation Rubric
Refer participants to the rubric in the Grade 3 Extended-response (4-point) Sample Guide Set packet.

Grade 3 Expository Writing Evaluation Rubric (Continued)
CRITERIA CCLS SCORE 4 Essays at this level: 3 2 1 CONTENT AND ANALYSIS: the extent to which the essay conveys ideas and information clearly and accurately in order to support analysis of topics or text W.2, R.1–9 —clearly introduce a topic in a manner that follows logically from the task and purpose —demonstrate comprehension and analysis of the text —clearly introduce a topic in a manner that follows from the task and purpose —demonstrate grade-appropriate comprehension of the text —introduce a topic in a manner that follows generally from the task and purpose —demonstrate a confused comprehension of the text —introduce a topic in a manner that does not logically follow from the task and purpose —demonstrate little understanding of the text —demonstrate a lack of comprehension of the text or task Review the Content and Analysis section of the grade 3, 4-point rubric. Review the criteria from left to right covering the criteria, standards assessed, and the description of each score point. Note the differences between the score points as the rubric moves from score point 4 to score point 0. If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. A response totally copied from the text(s) with no original student writing should be scored a 0.

CRITERIA CCLS SCORE 4 Essays at this level: 3 2 1 COMMAND OF EVIDENCE: the extent to which the essay presents evidence from the provided text to support analysis and reflection W.2 R.1–8 —develop the topic with relevant, well- chosen facts, definitions, and details throughout the essay —develop the topic with relevant facts, definitions, and details throughout the essay —partially develop the topic of the essay with the use of some textual evidence, some of which may be irrelevant —demonstrate an attempt to use evidence, but only develop ideas with minimal, occasional evidence which is generally invalid or irrelevant —provide no evidence or provide evidence that is completely irrelevant Review the Command of Evidence section of the grade 3, 4-point rubric. Review the criteria from left to right covering the criteria, standards assessed, and the description of each score point. Note the differences between the score points as the rubric moves from score point 4 to score point 0. If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. A response totally copied from the text(s) with no original student writing should be scored a 0.

CRITERIA CCLS SCORE 4 Essays at this level: 3 2 1 COHERENCE, ORGANIZATION, AND STYLE: the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language W.2 L.3 L.6 —clearly and consistently group related information together —skillfully connect ideas within categories of information using linking words and phrases — provide a concluding statement that follows clearly from the topic and information presented —generally group related information together —connect ideas within categories of information using linking words and phrases —provide a concluding statement that follows from the topic and information presented —exhibit some attempt to group related information together —inconsistently connect ideas using some linking words and phrases —provide a concluding statement that follows generally from the topic and information presented —exhibit little attempt at organization —lack the use of linking words and phrases —provide a concluding statement that is illogical or unrelated to the topic and information presented —exhibit no evidence of organization —do not provide a concluding statement Review the Coherence, Organization, and Style section of the grade 3, 4-point rubric. Review the criteria from left to right covering the criteria, standards assessed, and the description of each score point. Note the differences between the score points as the rubric moves from score point 4 to score point 0. If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. A response totally copied from the text(s) with no original student writing should be scored a 0.

CRITERIA CCLS SCORE 4 Essays at this level: 3 2 1 CONTROL OF CONVENTIONS: the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling W.2 L.1 L.2 —demonstrate grade-appropriate command of conventions, with few errors —demonstrate grade-appropriate command of conventions, with occasional errors that do not hinder comprehension —demonstrate emerging command of conventions, with some errors that may hinder comprehension —demonstrate a lack of command of conventions, with frequent errors that hinder comprehension —are minimal, making assessment of conventions unreliable Review the Control of Conventions section of the grade 3, 4-point rubric. Review the criteria from left to right covering the criteria, standards assessed, and the description of each score point. Note the differences between the score points as the rubric moves from score point 4 to score point 0. Emphasize the holistic nature of the 4-point rubric. Remind the participants that they are not assigning four separate scores to each response, but one overall holistic, best-fit score. The score points are made up of all the criteria and are in the columns that go down the rubric. Be sure to cover the bullets at the bottom of the rubric. Note: Very rarely will a response meet every bullet point for any specific score point and one bullet point does not a score point make. Participants need to find what the best-fit score for each response. Encourage participants to remove the rubric from the packet in order to be able to refer to it while reviewing the grade 3, 4-point student responses. If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. A response totally copied from the text(s) with no original student writing should be scored a 0.

Grade 3 Things to Consider…
CCLS are noted on the rubric…know what they are. A 4-point paper means that they can express themselves, in writing, what they understand from the text. 4-Point key terms for holistic scoring: skillfully developed, logical comprehension and analysis Conclusion for a 4 paper can be “the end” based on Pearson representative. Conventions are only a piece to the 4 point, use the “best fit” concept…no mention of paragraphing, but clear organization.

Grade 3 Things to Consider… continued
3-Point key terms for holistic scoring: grade-level relevant 2-Point key terms for holistic scoring: general, emerging thinking 1-Point key terms for holistic scoring: No comprehension, lack of understanding, lack of evidence Rubrics tell us; Guide papers show us!

Q&A Ask participants if the grade 3, 4-point rubric is clear.
Ask participants if the holistic nature of the rubric – and how to use it reading down the columns for each score point – is clear. Remind participants that the rubric tells us what a response at each score point looks, but the guide papers show us what the responses look like at each score point. Scorers need to reference their guide papers while scoring.

Grades 4-5 Extended-response (4-point) Rubric/Constructed-response
Time estimate: 30 minutes This section focuses on the grades 4-5, 4-point questions. Instruct the participants to find their grade 4, 4-point materials, including the rubric, passage, and guide papers. While participants find their materials, explain the rational behind the 4-point questions – While writing from a text requires reading comprehension skills, the 4-point questions are more focused on writing – crafting an extended essay – than the 2-point questions. While each question is aligned with a specific Common Core Standard, the rubric lists all the standards that are being assessed by the 4-point questions. Remind the participants that there are multiple ways to respond to each question – and no one “correct” way to respond to the question. Remind the participants to take notes on their rubric and the training responses for use when delivering the training in their districts.

Grades 4-5 Expository Writing Evaluation Rubric
Emphasize the holistic nature of the 4-point rubric. Remind the participants that they are not assigning four separate scores to each response, but one overall holistic, best-fit score. The score points are made up of all the criteria and are in the columns that go down the rubric. Instruct participants to: Read through the entire rubric. Using a highlighter or pen, mark the changing descriptors as they move through the score points for each criterion. Allow 2 minutes for the activity.

Grades 4-5 Expository Writing Evaluation Rubric (Continued)
CRITERIA CCLS SCORE 4 Essays at this level: 3 2 1 CONTENT AND ANALYSIS: the extent to which the essay conveys ideas and information clearly and accurately in order to support analysis of topics or text W.2, R.1–9 — clearly introduce a topic in a manner that follows logically from the task and purpose —demonstrate insightful comprehension and analysis of the text(s) — clearly introduce a topic in a manner that follows from the task and purpose —demonstrate grade-appropriate comprehension and analysis of the text(s) —introduce a topic in a manner that follows generally from the task and purpose —demonstrate a literal comprehension of the text(s) —introduce a topic in a manner that does not logically follow from the task and purpose —demonstrate little understanding of the text(s) —demonstrate a lack of comprehension of the text(s) or task Briefly point out the changing descriptor for each bullet at each score point. If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2. If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. A response totally copied from the text(s) with no original student writing should be scored a 0.

CRITERIA CCLS SCORE 4 Essays at this level: 3 2 1 COMMAND OF EVIDENCE: the extent to which the essay presents evidence from the provided texts to support analysis and reflection W.2 W.9 R.1–9 —develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from the text(s) —sustain the use of varied, relevant evidence —develop the topic with relevant facts, definitions, details, quotations, or other information and examples from the text(s) —sustain the use of relevant evidence, with some lack of variety —partially develop the topic of the essay with the use of some textual evidence, some of which may be irrelevant —use relevant evidence with inconsistency —demonstrate an attempt to use evidence, but only develop ideas with minimal, occasional evidence which is generally invalid or irrelevant —provide no evidence or provide evidence that is completely irrelevant Briefly point out the changing descriptor for each bullet at each score point. If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2. If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. A response totally copied from the text(s) with no original student writing should be scored a 0.

CRITERIA CCLS SCORE 4 Essays at this level: 3 2 1 COHERENCE, ORGANIZATION, AND STYLE: the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language W.2 L.3 L.6 —exhibit clear, purposeful organization —skillfully link ideas using grade-appropriate words and phrases —use grade-appropriate, stylistically sophisticated language and domain-specific vocabulary —provide a concluding statement that follows clearly from the topic and information presented —exhibit clear organization —link ideas using grade-appropriate words and phrases —use grade-appropriate precise language and domain-specific vocabulary —provide a concluding statement that follows from the topic and information presented —exhibit some attempt at organization —inconsistently link ideas using words and phrases —inconsistently use appropriate language and domain-specific vocabulary —provide a concluding statement that follows generally from the topic and information presented —exhibit little attempt at organization, or attempts to organize are irrelevant to the task —lack the use of linking words and phrases —use language that is imprecise or inappropriate for the text(s) and task —provide a concluding statement that is illogical or unrelated to the topic and information presented —exhibit no evidence of organization —exhibit no use of linking words and phrases —use language that is predominantly incoherent or copied directly from the text(s) —do not provide a concluding statement Briefly point out the changing descriptor for each bullet at each score point. If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2. If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. A response totally copied from the text(s) with no original student writing should be scored a 0.

CRITERIA CCLS SCORE 4 Essays at this level: 3 2 1 CONTROL OF CONVENTIONS: the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling W.2 L.1 L.2 —demonstrate grade-appropriate command of conventions, with few errors —demonstrate grade-appropriate command of conventions, with occasional errors that do not hinder comprehension —demonstrate emerging command of conventions, with some errors that may hinder comprehension —demonstrate a lack of command of conventions, with frequent errors that hinder comprehension —are minimal, making assessment of conventions unreliable Briefly point out the changing descriptor for each bullet at each score point. Be sure to cover the bullets at the bottom of the rubric. Note: Very rarely will a response meet every bullet point for any specific score point and one bullet point does not a score point make. Participants need to find what the best-fit score for each response. Encourage participants to remove the rubric from the packet in order to be able to refer to it reviewing the grade 4, 4-point student responses. If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2. If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. A response totally copied from the text(s) with no original student writing should be scored a 0.

Grades 4+5 Things to Consider…
CCLS standard W.9 appears in addition to gr. 3 rubric standards. Language and domain-specific vocabulary are now introduced to the rubric 4-point terms to think about: insightful, purposeful 3-point terms to think about: grade appropriate, clear organization, relevant evidence 2-point terms to think about: general, literal, some attempt, partial 1-point terms to think about: minimal evidence, little understanding, not developed 0-point: No comprehension, lack of understanding, incoherent or copied directly from text. Conventions are only a piece to the 4 point, use the “best fit” concept…no mention of paragraphing, but clear organization. A rubric is not a checklist, think holistically is it a 4?, 3?, 2?, 1?, 0? Look for ‘good fit’ score

Grade 8 ELA Extended-response (4-point) Rubric/Constructed-response
Time estimate: 25 minutes This section focuses on the grades 6-8, 4-point questions. Instruct the participants to find their grade 8, 4-point materials, including the rubric, passage, guide, and practice papers. While participants find their materials, explain the rational behind the 4-point questions – While writing from a text requires reading comprehension skills, the 4-point questions are more focused on writing – crafting an extended essay – than the 2-point questions. While each question is aligned with a specific Common Core Standard, the rubric lists all the standards that are being assessed by the 4-point questions. Remind the participants that there are multiple ways to respond to each question – and no one “correct” way to respond to the question. Remind the participants to take notes on their rubric and the training responses for use when delivering the training in their districts.

Grades 6-8 Expository Writing Evaluation Rubric
Emphasize the holistic nature of the 4-point rubric. Remind the participants that they are not assigning four separate scores to each response, but one overall holistic, best-fit score. The score points are made up of all the criteria and are in the columns that go down the rubric. Instruct participants to: Read through the entire rubric. Using a highlighter or pen, mark the changing descriptors as they move through the score points for each criterion. Allow 2 minutes for the activity.

CRITERIA CCLS SCORE 4 Essays at this level: 3 2 1 CONTENT AND ANALYSIS: the extent to which the essay conveys complex ideas and information clearly and accurately in order to support claims in an analysis of topics or texts W.2 R.1–9 —clearly introduce a topic in a manner that is compelling and follows logically from the task and purpose —demonstrate insightful analysis of the text(s) — clearly introduce a topic in a manner that follows from the task and purpose —demonstrate grade-appropriate analysis of the text(s) —introduce a topic in a manner that follows generally from the task and purpose —demonstrate a literal comprehension of the text(s) —introduce a topic in a manner that does not logically follow from the task and purpose —demonstrate little understanding of the text(s) —demonstrate a lack of comprehension of the text(s) or task Briefly point out the changing descriptor for each bullet at each score point. If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2. If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. A response totally copied from the text(s) with no original student writing should be scored a 0.

CRITERIA CCLS SCORE 4 Essays at this level: 3 2 1 COMMAND OF EVIDENCE: the extent to which the essay presents evidence from the provided texts to support analysis and reflection W.9 R.1–9 —develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from the text(s) —sustain the use of varied, relevant evidence —develop the topic with relevant facts, definitions, details, quotations, or other information and examples from the text(s) —sustain the use of relevant evidence, with some lack of variety —partially develop the topic of the essay with the use of some textual evidence, some of which may be irrelevant —use relevant evidence with inconsistency —demonstrate an attempt to use evidence, but only develop ideas with minimal, occasional evidence which is generally invalid or irrelevant —provide no evidence or provide evidence that is completely irrelevant Briefly point out the changing descriptor for each bullet at each score point. If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2. If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. A response totally copied from the text(s) with no original student writing should be scored a 0.

CRITERIA CCLS SCORE 4 Essays at this level: 3 2 1 COHERENCE, ORGANIZATION, AND STYLE: the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language W.2 L.3 L.6 —exhibit clear organization, with the skillful use of appropriate and varied transitions to create a unified whole and enhance meaning —establish and maintain a formal style, using grade-appropriate, stylistically sophisticated language and domain-specific vocabulary with a notable sense of voice —provide a concluding statement or section that is compelling and follows clearly from the topic and information presented —exhibit clear organization, with the use of appropriate transitions to create a unified whole —establish and maintain a formal style using precise language and domain-specific vocabulary —provide a concluding statement or section that follows from the topic and information presented —exhibit some attempt at organization, with inconsistent use of transitions —establish but fail to maintain a formal style, with inconsistent use of language and domain-specific vocabulary —provide a concluding statement or section that follows generally from the topic and information presented —exhibit little attempt at organization, or attempts to organize are irrelevant to the task —lack a formal style, using language that is imprecise or inappropriate for the text(s) and task —provide a concluding statement or section that is illogical or unrelated to the topic and information presented —exhibit no evidence of organization —use language that is predominantly incoherent or copied directly from the text(s) —do not provide a concluding statement or section Briefly point out the changing descriptor for each bullet at each score point. If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2. If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. A response totally copied from the text(s) with no original student writing should be scored a 0.

CRITERIA CCLS SCORE 4 Essays at this level: 3 2 1 CONTROL OF CONVENTIONS: the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling W.2 L.1 L.2 —demonstrate grade-appropriate command of conventions, with few errors —demonstrate grade-appropriate command of conventions, with occasional errors that do not hinder comprehension —demonstrate emerging command of conventions, with some errors that may hinder comprehension —demonstrate a lack of command of conventions, with frequent errors that hinder comprehension —are minimal, making assessment of conventions unreliable Briefly point out the changing descriptor for each bullet at each score point. Be sure to cover the bullets at the bottom of the rubric. Note: Very rarely will a response meet every bullet point for any specific score point and one bullet point does not a score point make. Participants need to find what the best-fit score for each response. Encourage participants to remove the rubric from the packet in order to be able to refer to it reviewing the grade 8, 4-point student responses. If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2. If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. A response totally copied from the text(s) with no original student writing should be scored a 0.

Grades 6-8 Things to Consider…
To score a 4: compelling, insightful analysis, varied transitions, formal style, and notable sense of voice are all terms used to define a 4-pt. paper. To score a 3: grade-appropriate analysis, sustain the use of relevant evidence, with some lack of variety, appropriate transitions, language domain-specific vocabulary are phrases that all describe a 3-pt. paper. To score a 2: generally demonstrates, literal comprehension, inconsistent, fails to maintain formal style, emerging are all phrase to describe a 2-pt. paper.

Grades 6-8 Things to Consider… continued
To score a 1: not logical, little understanding, lack, little attempt, lack of command are all terms used to define a 1-pt. paper. To score a 0: lack of comprehension, no evidence, incoherent are phrases that all describe a 0-pt. paper.

Q&A Ask participants if the grades 6-8, 4-point rubric is clear.
Ask participants if the holistic nature of the rubric – and how to use it reading down the columns for each score point – is clear. Remind participants that the rubric tells us what a response at each score point looks, but the guide papers show us what the responses look like at each score point. Scorers need to reference their guide papers while scoring.

Define holistic scoring and how scoring differs from grading.
Summary Time estimate: 5 minutes Define holistic scoring and how scoring differs from grading. Review of the new ELA constructed-response rubrics (2-point for all grades, 4-point rubrics for grade 3, grades 4-5, grades 6-8). Apply the new rubrics in guide and practice papers. Review the information covered in the ELA training session with the participants. Presentation Title

Resources For questions related to assessment:
your question to: Check for additional information at the following website For questions related to APPR your question to: Additional information regarding the common core shifts can be found at the following website: Point out the available resources. Cover any “parking lot” issues/questions that were tabled during the presentation. A video of this training has been created and will be available, along with the handouts, on EngageNY. Thank the participants for being engaged in the training, which covered a lot of material.

Time estimate: 2 minutes Introduce the presenters.

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Time estimate: 2 minutes Introduce the presenters.

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Presentation on theme: "Time estimate: 2 minutes Introduce the presenters."— Presentation transcript:

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